
ciiss U h 156 i 



STATE OF MICHIGAN 



LANSING 



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Manual and Course of Study 



ELEMENTARY SCHOOLS 




TWELFTH EDITION 



Published by 

THE SUPERINTENDENT OF PUBLIC INSTRUCTION 

1916 



STATE OF MICHIGAN 

ippartntent of fitbltr inatritrtton 

LANSING 



Manual and Course of Study 



f 



ELEMENTARY SCHOOLS 



.N ? ■' -? 






TWELFTH EDITION 



Published by 

THE SUPERINTENDENT OF PUBLIC INSTRUCTION 

1916 



"RELIGION, MORALITY AND KNOWLEDGE BEING NECESSARY TO GOOD 
GOVERNMENT AND THE HAPPINESS OF MANKIND, SCHOOLS AND THE 
MEANS OF EDUCATION SHALL FOREVER BE ENCOURAGED."— Ordmanc« 
of 1787. 



0. of D. 

FEB 23 1918 



cs 



WORK THAT ENDURES 

If we work upon marble it will perish; if we work 
upon brass, time will efface it; if we rear temples, 
they will crumble into dust; but if we work upon 
immortal minds, if we imbue them with principles, 
with the just fear of God and love of our fellow 
men, we engrave on those tablets something 
which will brighten to all eternity. 

DANIEL WEBSTER. 



THE MICHIGAN FLAG AND SEAL 

The official flag of Michigan was adopted in 1865. Previous to that time numerous 
flags and banners had been in use. This flag, a combination of the State and National 
arms on a field of blue, was first unfurled on the occasion of the laying of the cornerstone 
of the monument of the Soldiers' National Cemetery at Gettysburg, July Fourth, 1865. 

In the early history Michigan has been identified with seals of various designs. After 
being admitted as a separate territory the seal usually used was the one of the private 
secretary or of the governor of the territory. 

At the Constitutional Convention of 1835 General Cass presented the seal now in use. 
The design bears the closest resemblance to that used by the Hudson Bay Company. 
That seal represented two elks rampant, or with fore paws raised, supporting a shield 
over which was placed a fur bearing animal seated on a sledge. The shield is divided into 
quarters in each of which is pictured a beaver. The eagle on our seal takes the place of 
the animal on the sledge and on the shield is represented a peninsula with hunter and the 
motto Tuebor. The long motto on Michigan's seal was suggested to General Cass by the 
inscription on the walls of the beautiful Cathedral of St. Paul's in London, where is in- 
scribed to its renowned architect, Sir Christopher Wren, "If you seek his monument, 
look aroimd," referring to this masterpiece of architecture, the most feeling tribute to his 
memory. 

Each Latin motto on the seal has a meaning. 

Si Queris Peninsulam Amoenam Circumspice means — if thou seekest a beautiful penin- 
sula look around. 

E Pluribus Unam is the motto of the United States and means— one of many. 

Tuebor, I will defend. This has been thought to refer to the attitude of Michigan 
during the border controversy and exemplified by Mason. 

The original seal of 1835 seems to have been lost sight of as we find six different designs. 
In 1911 a law was passed which legalized the State Flag and Seal and provided that "The 
State Flag shall be blue charged with the arms of the State." The law provides also that 

" The flag of the United States and the State flag shall be displayed upon the capitol 

building during the daily sessions of the legislature and of the supreme court and on public 
occasions." 



STATE OF MICHIGAN 

department of public Sn^truction 

LANSING 



Compiler's section 22 of the General School Laws of 1915 provides that the Superintend- 
ent of Public Instruction shall prepare and have printed a course of study for the dis- 
trict schools of the state, which shall be pursued in all district schools in the state, except 
city school districts. 

This is the twelfth edition of the Course of Study for Elementary Schools. Teachers 
should become very famiUar with the course as outlined and with the methods suggested. 
The work in primary reading and spelling has been revised. An attempt has been made 
to correlate the school work with the home life and with the problems of the business world . 
In the appendix a list of apparatus for playground equipment suitable for rural and village 
schools has been included. Reference has been made throughout this manual to the 
County Normal Manual and Course of Study. Teachers are urged to familiarize them- 
selves with that bulletin. It contains helpful lesson plans and methods of work. 

The most important factor in school work is the teacher. With this exception, teachers 
should realize that the success of the work depends on no other factor to so great an extent 
as on the course of study. 

Very respectfully, 



t^^^^_^ /\ i^yck^^^^..-^^^(^ 



July 1, 1916. Superintendent of Public Instruction. 



CONTENTS 



Page 

Agriculture, eighth grade 98 

Agriculture, outline 97 

Agriculture, suggestions to teachers 12 

Alternation 71 , 81 

Appendix 12,95 

Arithmetic — 

Eighth grade 90 

Fifth grade 68 

First grade 32 

Fourth grade 61 

Second grade , 46 

Seventh grade 81 

Sixth grade 75 

Third grade 52 

Arithmetic, suggestions to teachers 10 

Bookkeeping '. 100 

Books for teachers 225 

Casts, list of ; 224 

Civics, elementary 92 

Course of study, outline 14 

Current events 92 

Drawing, outline for 161 

Drawing, suggestions to teachers . . 12, 161 
Elementary agriculture, eighth 

grade 98 

Elementary agriculture, outlined . . 97 
Elementary agriculture, sugges- 
tions to teachers 12 

Flags, Michigan and United States 4 

Games 13 , 180 

Geography — 

Comparative home geography . . 121 

Fifth grade 70 

Fourth grade 62 

Globe study 122 

Maps and mapping 119, 123 

Method 117 

Michigan 133 

Physical 127 

Purpose 117 

Regional 123, 131 

Seventh grade 83 

Sixth grade 76 

Third grade 54 

Geogi'aphy, outline for — 

Continental study 129 

Observational study 117 

Physical geography 127 

Geography, s uggestions to teachers 11,117 
Grammar — • 

Eighth grade ■ 90 

Seventh grade. 81 



Page 
History — 

Michigan 135 

United States 84 

Eighth grade 91 

Seventh grade 84 

History stories 84 

History, suggestions to teachers... 11 

Humane education 13 

Hygiene of the body 149 

Introduction 9 

Language — 

Fifth grade 64 

First grade 27 

Fourth grade 56 

Second grade 39 

Sixth grade 72 

Third grade 48 

Language, suggestions to teachers . 10 

Libraries, traveling 225 

Library list, teachers' 225 

Library, suggestions to teachers... 12 

Map showing population 226 

Memory gems 213 

Morals and manners 211 

Music 138 

Music, suggestions to teachers. ... 12 
Nature study, suggestions to 

teachers 97 

Ninth grade 93 

Orthography, eighth grade 85 

Penmanship exercises 112 

Penmanship, suggestions to 

teachers 10, 111 

Phonics 23,37,47,56 

Physiology and hygiene, seventh 

grade _ 77 

Physiology and hygiene, suggestive 

method of teaching 142, 155 

Pictures, list of 218 

Pictures loaned by State Library . . 225 

Playground apparatus 207 

Poems — 

Eighth grade 85 

Fifth grade 65 

First grade 27 

Fourth grade 57 

Second grade 39 

Seventh grade 77 

Sixth grade 73 

Third grade 49 

Preface 5 



CONTENTS 



Page 
Reading — 

Eighth grade 85 

Fifth grade 63 

First grade , 15 

Fourth grade 56 

Second grade 37 

Seventh grade 77 

Sixth grade 71 

Third grade 47 

School library, The 12 

Schoolroom decoration 218 

Seal of Michigan 4 

Sense training exercises 171 

First grade 32 

Spelling — 

Eighth grade. . ." 85 

Fifth grade 63 

First grade 26 



Page 

Fourth grade 56 

Second grade 38 

Seventh grade 81 

Sixth grade 71 

Third grade 47 

Stories, suggested — 

Fifth grade 64 

First grade 27 

Fourth grade 57 

Second grade 39 

Sixth grade 72 

Thu-d grade 48 

Suggestions to teachers 9 

Tenth grade 93 

Visualization 170 

Writing exercises 112 

Writing, suggestions to teachers. . 10,26, 
38,48,56,63,72,85,111 



INTRODUCTION 



Suggestions to Teachers 

Fundamentals: loyalty, thoroughness, accuracy, speed. 

Make and keep in a book provided for that purpose an outline of what you wish to 
accomplish in each of your classes each day, each week and each month. All work should 
be definitely planned and written in your plan book. Keep this book in the schoolroom 
ready for your own use and for inspection by the superintendent or commissioner. (See 
County Normal Manual and Course of Study, Part III, Pedagogy and Classroom Manage- 
ment, pp. 33-49, for helps and suggestions in making lesson plans.) 

Carefully correct and supervise all wTitten work done in your school. So much is 
absolutely imperative. This will, however, be of no avail unless the pupil in some way 
corrects his own errors. This may be done by re-writing, perhaps in some other way. 

Have exercises at least three times a week in sight reading of suitable selections not 
previously studied by the pupils. 

In all recitations, call upon dull^ slow pupils as often as upon the bright, quick pupils. 

Insist upon absolute, prompt, and unquestioning obedience. Do not "baby" the 
pupils. Do not notice slight injuries nor small griefs. Teach pupils to be self-reliant 
and self-helpful. Insist that all such work as passing paper, pencils, books, collecting 
and arranging, etc., shall be quickly done by the pupils and not by the teacher. 

Insist that all pupils shall speak distinctly and loudly enough to be heard, and, more 
important, that the speech shall be articulate. On the other hand, the teacher should 
speak in a low, pleasant, distinct voice. Pupils are often encouraged in indistinct speech 
by standing too near the teacher during a recitation. Let every teacher guard against 
talking too much. The talking teacher is always an unskillful teacher. There should 
be the minimum amount of talk on the part of the teacher and the maximum on the part 
of the pupU. Your work is effective if you talk little and your pupils talk freely. 

Insist upon quickness of movement on the part of all the pupils at all times. Physical 
quickness and alertness tend to produce mental quickness and alertness. Insist upon 
activity. Do not allow loafing and dawdling about anything. Everything must be done 
with a snap and vigor that savors of miUtary discipline. Make things move. 

Cultivate in your pupils, whether in speakmg, reading, or singing, high pitched, soft 
voices. ■ 

During the rest period have the pupils play games ^Yhich call for physical activity and 
which will engage as many pupils as possible. Ordinary calisthenics are of doubtful 
value. 

Take up all the time of the recitation period in recitation, not in getting ready, nor in 
telling stories, nor anything that detracts from the subject in hand. For example, the 
time for reading recitation ought to be spent mainly in reading. Plan things so that your 
moves win count. Your hours of work are few. They ought to be intense in their earnest- 
ness. Teachers often unintentionally fool away a great deal of time. 

Be definite in the assignment of lessons. Tell the pupils what to do and how to do it. 
Young pupils cannot plan for themselves. 

All advanced geography and history work should be taught topically. The pupil should 
be required to stand and to recite from topics without question, suggestion, or correction 
from anyone until his recitation is finished. Teach pupils to talk connectedly on a topic 
for several minutes without interruption. 

It is especially true in the first foin- grades that the teacher is the only source of in- 
spiration. All the pupil gets he gets in the recitation. Attention is secured only through 
interest. The child's mental habits are formed almost entirely in the primary school, 
hence the importance at this stage of careful and skillful teaching. 

Insist on intelligent, ready, dramatic, pleasant reading. Do not allow for any reason, 
or at any time, hesitation or monotonous word- calling and have it pass for reading. _^See 



10 STATE MANUAL AND COURSE OF STUDY 

to it that when lessons have been assigned nopupil attempts to read a sentence until he 
is master of its meaning and every word in it. He then should read promptly, intelligently 
and fluently. 

As a rule teachers should not sit during recitation periods but should stand in front of 
the class. 

Each teacher should have a Course of Study and become familiar with it. 

Cultivate in pupils a regard for school and public property. Care of schoolroom and 
tidiness of person make for this end. 

Teachers of whatever grade should assist in maintaining a spirit of unity, loyalty and 
service among the members of the profession. 

Writing 

(See Appendix.) 

This Manual attempts to place upon writing the emphasis which the subject deserves. 
The teaching force of the state is at present deficient in the teaching of writing. The 
teacher herseK must master the subject before she attempts to teach it. This is by no 
means an unreasonable requirement. An hour a day for twelve weeks spent in earnest 
study and diligent practice will give any teacher the ability to teach writing almost with 
expertness. The outlines given in this Manual are the result of successful experience. 
They will be found workable in all details if faithfully followed. 

Language 

(See County Normal Manual and Course of Study, Language and Composition, pp. 145-152.) 

We desire above all things to emphasize the usefulness and desirability of oral training 
and to discourage the excessive amount of written work on the part of pupils. Young 
children should not be allowed to do any written work in language. The ability of a 
person, young or old, to stand upon his feet and in the presence of his fellows state clearly 
what he thinks or knows or feels, is of the greatest value to the individual. This kind of 
ability is too often repressed or undeveloped by the excessive amount of written work. 

The person who can state clearly what he thinks or feels or knows, and can then write 
correctly what he has said, has had the best training in English. The ability to write 
pre-supposes very little technical knowledge aside from the abihty to form the letters 
and spell the words. One must know only the simplest rules of capitaUzation and punctua- 
tion. These can be taught in a very few brief lessons, while the abihty to speak in public 
grows with the performance of the act of speaking in public. If the pupil has a topic 
on which he is to recite or speak, train him to tell all that he knows about this topic without 
question, promptmg, suggestion, or criticism. Train pupils for fluency and for correctness. 

In all grades, the work will consist of story-telling; memorizing poems; narratives and 
descriptions based on nature study, investigations, geography, history, and picture study; 
and drills on correct forms. The work should be progressive with each year. There 
should be no attempt to teach technical grammar, one of the hardest subjects in the school 
curriculum, below the seventh grade. 

The value of a teacher may be estimated by the fluency of speech which she secures 
from her pupils. This ought to be in inverse ratio to the amount of talking done by her- 
self. A talking teacher is ineffective. 

Arithmetic 

(See County Normal Manual and Course of Study, Arithmetic, pp. 87-110.) 

In arithmetic, young children should not be taught to work with pencil and paper. 
All operations should be mental and oral. We have in times pasj; compelled pupils to 
study written arithmetic for eight years with a knowledge of the fact that they did not 
know very much about it after they got through. One great cause of this failure in the 
teaching of arithmetic has been too much written work. Pupils ought to be drilled in 
the fundamental operations until they possess a degree of skill that will make operations 
automatic. Oral work in arithmetic is most important; written work, except to pupils 
of maturer age, least important. It is very easy to assign wi'itten work. Pupils are 
occupied; the room is still; written work is much more pleasant for the teacher, but it is 
of doubtful utility in creating and promoting facility, alertness, accuracy. Young children 
have reasoning powers imperfectly developed. Written arithmetic should notcome^until 



INTRODUCTION 11 

the reasoning powers of the child begin to develop and he becomes mentally able to solve 
problems. All the work of an ordinary written arithmetic, a book containing approxi- 
mately two hundred pages, ought certainly to be completed in two years. 

The arithmetic work in the first four grades should be mainly oral. The processes 
should all be taught and then followed by rapid drills. The drill work should be both 
upon abstract and concrete examples, devoting most of the time to the former. The 
concrete problems should involve the processes which have been taught and should relate 
to real conditions as far as possible, such as purchases for the home and actual business 
life. A textbook may be used by the teacher but not by the pupil. All work must be 
done in class recitation. There should be no seat work in numbers. 

Geography 
Outline prepared by Prof. R. D. Calkins of the Central Michigan Normal School. 

(See County Normal Manual and Course of Study, Geography, pp. 111-118.) 

It is not the purpose of this course to minimize the importance of the textbook of 
geography in the rural school. The text ought and must form the basis for the work, 
although it is most earnestly recommended that every teacher learn how to supplement 
the text wisely with geographical readers, magazine articles, newspaper chppings, pictures, 
field trips, excursions, etc. The suggestions in this course have in mind certain needed 
reforms in geography teaching and the needs and difficulties of the average teacher using 
the average text, rather than to give a basis for the work that shall be independent of 
the text. 

The study of geography with daily recitations is to begin in the third grade where one 
whole year should be devoted to out-of-door and home geography. No book is to be 
used, the work covering for the home region those topics usually covered under the so- 
called homo or introductory geography of the average text, the difference in the work 
being that, in the one case, it is based upon observation and experience, while in the other 
it is usually the committing to memory of the more or less meaningless text. 

Most schools will be using a two-book series of text. It is planned that the first of these 
books will be taken up in the fourth grade, the use of the text sometimes preceding and 
sometimes following the class work on a given topic, according as the best judgment of 
the teacher dictates. This book should be completed by the close of the fifth grade. 
The regional geography in the fourth and fifth grades is to cover the chief geographic 
regions of the earth. Many pupils drop out of school in the fifth or sixth grade. It is 
very important that they know something of the various regions of the earth before they 
leave school. 

The second, or advanced text, should be begun in the sixth grade and continued through 
the seventh. The work in this grade is to be more intensive in character and to bring 
out those various geographic relations which constitute the soul of modern geography. 

History 

(See County Normal Manual and Course of Study, History, pp. 119-134.) 

History can be assimilated only through the imagination, hence this faculty should be 
assisted by a proper use of historical fiction, maps, pictures, etc. Biography is one of 
the most valuable adjuncts to the teaching of the subject. Pupils should be made to see 
that our present social and political conditions are but the outgrowth of previous con- 
ditions. The study of civics should be closely correlated with the work in United States 
history. As much attention as possible should be paid to local history and the history of 
the state. Perhaps the condition that most seriously interferes with the successful teach- 
ing of the subject is lack of time. Under the present system of one-room schools, the most 
that can be done to overcome this is through combining classes or a plan of alternation. 
Under all conditions the teacher is by far the most important factor in good history 
teaching. 

(See Bulletin No. 6, Suggestions for Teaching History.) 



12 STATE MANUAL AND COURSE OF STUDY 

Elementary Agriculture 

(See Appendix.) 

The plan of work is given in the Appendix. The purpose of the nature study in the 
elementary grades is to lead the child to observe his environments and to lead him to know 
and to love the nature with which he is surrounded. Nature study confined to books 
is doomed to failure, but as every natural object cannot be studied, it must be left to the 
teacher to select those things which may be of special local interest or those subjects from 
which one can secure the best esthetic culture. The practical must always be considered 
in any course of nature study and such a course if properly selected and presented will 
prepare the child for more specific studies in agriculture proper as he reaches the later 
grades. This work must not interfere with the regular course of study covering the com- 
mon branches. All subjects like nature study, manual training, etc., must be made sub- 
sidiary to that work. Agriculture is to be given during one-half year of the eighth grade. 
A textbook is to be in the hands of the pupils. The work to be of value must be prac- 
tical. 

Drawing 

(See Appendix and Bulletin No. 5, Art Education in the Schools.) 

Because many fail to appreciate how drawing enriches many of the activities of life 
there is a tendency to ignore it. Its practical value along the line of manual training 
should be emphasized. Accurate handwork such as constructive work in drawing, has a 
high educative value for the pupils. It prepares pupils for manual training and other 
work in schools of higher grades. It calls for originality, perseverance, self control and 
motor activity. It can be used with great benefit to the pupil m the study of physiology, 
nature study, geography,, in fact nearly all school work. Teachers should use the drawing 
suggested herein both in the interest of the pupil and in their own interest, as a time saver. 

The exercises are suggestive. They teach the pupil how to get certain effects. This 
knowledge can and should be used by the pupil for self-expression. His drawing, like his 
language, should be the spontaneous illustration of what he has in mind. Encourage 
pupils in "making pictures." 

In schools having^but one teacher^drawing may be alternated with music. 

Music 

The work in music, as given in the Appendix, is suggestive and is given in the hope 
that teachers will not do less in any school than is outlined and that many will be able 
to do much more by enlarging along the lines given. In music and in drawing have con- 
stantly in mind that themain purpose is to develop]|^artistic sense. 

Appendix 

Only such subjects as are to be taken up by individual grades are named under those 
grades. Suggestions for all other work, including di'awing, nature study and agriculture, 
penmanship, music, physiology, sense training, games, morals and manners, and memory 
gems are given in the Appendix. Such work can be given to the school as a whole or to 
several grades as one class. An extensive outline of work for sense training is given. 
This will be found of value to the teacher in all of the elementary gi-ades. Work in physi- 
ology must be given in order to comply with the law. 

The School Library 

"As"a man thinketh, so he is." As a pupil reads, so he thinks. Reading, then, is a 
powerful factor in character-building. The selection of school library books is therefore 
one of the teacher's greatest responsibiUties. He should know the character of every book 
in the school library, and should request the removal of such as. are morally depressing. 

The Teachers' Reference Library only is published in the Course of Study. 

Act 323 of 1913 provides as follows: With the cooperation of the state librarian, he {the 
Superintendent of Public Instruction) shall prepare, at least once in every two years, lists of 
books suitable for township and district libraries, and furnish copies of such lists to each town- 
ship and school officer entrusted with ihe care and custody of their respective libraries, except 
city school libraries,^ and^high school libraries, from which lists the said school .oficers shall 
select and purchase books for their respective libraries. In accordance with this act theTist 



• INTRODUCTION 13 

has been prepared and'all books purchased for the libraries designated must be~se1ected 
from the list. 

Humane Education 

Act 227 of 1913 provides as follows: For the -purpose oj lessening crime and raising the 
standard of good citizenship, and inculcating the spirit of humanity, such humane education 
shall be given in the public schools as shall include the kind and ju^t treatment of horses, dogs, 
cats, birds, and all other animals. In every public school iiyithin this state, a portion of the time 
shall be devoted to teaching the pupils thereof kindness and justice to, and humane treatment 
and protection of, animals and birds, and the important part they fulfill in the economy of 
nature. It shall be optional with each teacher whether such teaching shall be through humane 
reading, stories, narratives of daily incidents or illustrations taken from personal experience. 
This instruction shall be a part of the curriculum of study in all the public schools of the state 
of Michigan. The principal or teacher of every school shall certify in his or her reports that 
such instruction has been given in the school under his or her control. 

Games 

Repeated experiments have shown that children in primary grades, devoting only 
half of the usual time to the usual school subjects, and the balance of the school day to 
play, sUghtly outstrip in examinations on school subjects children of the same age, grade, 
and inherited tendencies, who are held during the entire school period to fixed lessons in 
the schoolroom. 

The instinct for play is one of the most fundamental instincts of childhood. "Infancy 
is for play" says Professor Gi-oos, and play forms the entire education of young wild 
animals. Modern pedagogy recognizes the fact that play is one of the most natural me- 
diums through which mental, moral and physical habits become fixed in children. 

The few games, singing games, and simple folk dances found in this qutUne, are, for the 
most part, based upon old race activities which played a vital part in the struggle for 
survival of the ancestors of all nations. The nervous system of the individual child is 
tuned to receive a maximum of benefit from engaging in these race activities. Froebel, 
John Dewey, G. Stanley Hall, and others have pointed out this vital nature of play in the 
normal mental development of cliildren. 

Nearly every large city in the country is spending tens of thousands of dollars for play- 
grounds, playground equipment, and play leaders. Rural schools are the most fortunate 
of all schools in the possession of " a place to play." The noon period and the two recess pe- 
riods afford time for play. But rural childi-en as a rule know fewer good games than city 
children. Too much of this valuable time is mis-spent in purposeless pranks and loafing 
about the schoolhouse and outhouses. Rural districts also need games for evening social 
gatherings. The children must have play leaders and the Department of Public Instruc- 
tion asks each teacher of a Michigan district school to teach the games described in this 
Course of Study as conscientiously as any other school work. The teacher will get a 
direct reward in the increased friendUness and order hness of the pupils. 

For descriptions of the games and detailed directions, see Appendix. 



14 



STATE MANUAL AND COURSE OF STUDY 



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COURSE OF STUDY 



FIRST GRADE 

Reading — Primer, first readers and supple- 
mentary readers. 
Spelling — Phonic and oral. 
Sense Training — Leading to arithmetic 

and language. 
Writing — See Appendix. 
Language — Oral. 

Textbook — Reader 

Reading ' 

Purpose. — To gather thought from the printed page. 

Preparatory. — Children on entering school are apt to be timid and seK-conscious. There- 
fore, the first day should be spent in acquainting them with each other, in teaching them 
to follow directions and to enjoy their new environment. Story teUing, games and con- 
versation will serve to put them at ease. 

Procedure. — 1. Prepare the child to read from the book by a series of carefully planned 
introductory lessons presented from the blackboard. This work will require about six 
weeks. 

2. Teach the child to read from the book. 

Principles — It is well established that cliildren learn to read best if the reading matter 
is presented and the details mastered in this order: 

1. The story or sentence as a whole. 

2. Phrases as parts of the sentences already known. 

3. Words as parts of the phrases. 

Method of presentation. — Suppose that the first story in the beginner's book is this: 

A bird's nest is in the tree. 
It is a robin's nest. 
There are four little eggs in it. 
The eggs are blue. 

The following outlines indicate somewhat in detail how the teacher may prepare the 
child to read this story. When several stories from the first pages of the beginner's book 
have been thus treated, the child will be familiar with the words they contain and will 
be ready to read directly from the book. . 

It is not intended that in practice the teacher shall present only one step in one lesson. 
It is to make the procedure more clear that each lesson here presented deals with one 
step only. 

BLACKBOARD LESSONS 

Make an original story which shall contain many of the words and phrases of the story 
in the book. Base it upon something which is closely related to the child's interests. 
For example, let the original story be as follows: 

'The teacher should read the chapter on the teaching of reading In the Manual and Course of Study 
for County Normal Training Classes. Obtain this from the County Commissioner of Schools. 



16 



STATE MANUAL AND COURSE OF STUDY 



Mary found a bird's nest. 

The nest is in a tree. 

It is a robin's nest. 

Four little eggs are in the nest. 

The eggs are blue. 

Come see the blue eggs in the nest. 



Lesson I. To teach the recognition of sentences within the preparatory story. 

Note.— Brackets indicate that the teacher writes the inclosed parts on the blackboard a.s sl'.e 
speaks and that she reads the parts aloud before calling on the children to read them. 



Pupil's part 

I. To read the sentences after the teacher 

has read them. 
The^pupil whose name is called reads: 



Mary found a bird's nest. 



The nest is in a tree. 
It is a robin's nest. 

Four Uttle eggs are in the nest. 
The eggs are blue. 

"Come see the blue eggs in the nest." 



Teacher's part 

I. To present the sentences in the story 
through conversation, 

One day this week Mary found some- 
thing on her way to school. I told her that 
some day I would tell you about it. This 
is what she found. [Mary found a bird's 
nest.] 

What did Mary find? 

This tella where the nest is. [The 

nest is m a .^^^ .] (The teacher may 
pause in her "^ reading and allow the 
children to supply the word tree. 

Quick drawings hold the attention and 
avoid the introduction of too many new 
words. Later, the word should be sub- 
stituted for the drawing.) 

Where is the nest? 

This tells what kind of a bi.-d's nest it is. 
It belongs to the bird that we look for first 
in the spring. [It is a robin's ne&t i Whose 
nest is it? 

What .0 you suppose is in the nest? 
[Four httle O'O O O are in the nest.] The 
teacher pauses after the word lillle for the 
childi-en to supply the word egga. T^U 
us what is m the nest. 

The eggs are of this color. [The eggs 
are blue.] What color are the eggs? 

This is what Mary said to me. ["Come 
see the blue eggs in the nest."] What did 
Mary say to me? 



II. To read sentences in answer to the 
teacher's questions. 

Mary found a bird's nest. 

The nest is in a tree. 

It is a robin's nest. 

Four little eggs are in the nest. 

The eggs are blue. 

"Come see the blue eggs in the nest." 



II. To help children read the story by 
means of questions which suggest 
the answer. 
What did Mary find? 
Where is the nest? 
Whose nest is it? 
What is in the nest? 
What color are the eggs? 
What did Mary say to me? 
(In each instance the teacher helps the 
child to realize the beginning and the end 
of the answer by drawing a pointer under 
the sentence. She should not point to each 
word.) 



FIRST GRADE 



17 



III. To read the story as a whole. 

Mary found a bu'd's nest. 

The nest is in a tree. 

It is a robin's nest. 

Foui- little eggs are in the nest. 

The eggs are blue. 

"Come see the blue eggs in the nest." 

Mary found a bird's nest. 

The nest is in a tree. 

It is a robin's nest. 

Four httle eggs are in the nest. 

The eggs are blue. 

"Come see the blue eggs in the nest." 



III. To help the children read the story 
as a whole. 
Read the first three sentences, Robert. 



Read the next two sentences, Ruth. 

Read the last sentence, Mary. 
Read the entire story without help, 
Helen. 



Lesson II. To teach the recognition of phrases as parts of the sentences in the pre- 
paratory story. 
Note. — Write the story on the board before class time. Conceal by curtain or map until needed. 

Material. — Phrase cards wi-itten by the teacher. 



Pupil's part 
I. To review. 

Children read the story. 



II. To recognize phrases. 



Child reads, — a bird's nest. 
Helen points out the phrase. 



Child reads, — a bird's nest. 
Child reads, — a bird's nest. 



III. To drill. 



1. Children match phrase cards with 
phrases written on the blackboard. 

2. Children compete with each other in 
finding phrases. 



3. Children erase phrases as directed. 



Teacher's part 

I. To prepare the children for the study of 

phrases. 
Call on children to read the story by 
parts and as a whole. If children hesitate 
help them by asking leading questions or 
by remarks that suggest the thought of 
the sentence. 

II. To teach the children to recognize 

phrases as units. 

Teacher reads, — Mary found a bird's 
nest. By drawing a pointer under the 
phrase as she reads and by her voice, the 
teacher emphasizes the pln-ase on which 
she wishes to focus the attention. 

What did Mary find? 

Come to the board and show us where 
it says a bird's nest, Helen. 

The teacher writes a bird's nest on the 
board in several places for the children to 
read each time varying her remark as, — 
This teUs what Mary found. What was it? 

Can any one tell us what this says? 

Return is always made to the phrase in 
the sentence for the final test. 

In the same way, children are taught to 
recognize, — in a tree, four little eggs, in the 
nest. 

III. DriU. 
Devices. 

1. Give phrase cards to the children to 
match with phrases which are written on 
the blackboard. 

2. Give pointer to each of two children 
and conduct a contest in finding the phrase 
spoken by the teacher. 

3. Call on the children, one at a time, to 
erase the phrase spoken by the teacher. 



18 



STATE MANUAL AND COURSE OF STUDY 



"' Lesson III. To teach the recognition of words as parts of the phrases in the preparatory 
story. 

NoTE.^ — Write the following phrases on the board before class and conceal until time for the recita- 
tion. 

a bird's nest in the nest 

a robin's nest four little eggs 

in a tree eggs are blue 



Pupil's part 



L To review. 



Children read, — 
a bird's nest 
a robin's nest 
in a tree 
in the nest 
four little eggs 
eggs are blue 



II. To recognize the words: 
nest 
tree 
eggs 



Child answers, — nest. 
Children point out: 
nest 



nest 
nest 

Child answers, — nest. 



Child answers, — eggs. 

Children point to the word eggs in the 
phrases: 

four little eggs, 
eggs are blue. 



III. To drill. 

Children do as du'ected. 



Children follow directions. 



Teacher's part 

I. To prepare the children for the study 
of words. 

Call on children individually to read the 
phrases which are written on the black- 
board. 

If children have difficulty in reading the 
phrases, write the sentence of which they 
are a part on the blackboard. The context 
will help the child to make out the meaning 
of the phrase and enable him to read it. 

II. To present the words nest, tree and eggs. 
Nest. 

Teacher reads, — a bird's nest. She makes 
the word nest prominent by emphasizing 
it with her voice and by pausing before 
pronouncing the word. 

What word did you hear last? 

Find nest for us in this group. (Teacher 
points to the phrase a bird's nest, in the 
written list on the blackboard.) 

Who sees the word nest in another place 
on the blackboard? Point to it. 

Nest is on the blackboard in one other 
place. Who sees it? Point to it. 

The teacher writes the word nest again 
on the blackboard and asks, — What is 
this word? 
Tree. 

Present the word tree in the same way 
as 7iest was presented. 
Eggs. 

Teacher reads as she writes four little 
eggs on the blackboard. She pauses in her 
reading after the word little for the children 
to complete the expression. What is this 
word? The teacher underlines the word 
eggs as she asks the question. 

Find the word eggs as many times as you 
can on the blackboard and point the word 
out to us. 

Teacher writes the word eggs on the board 
in several places for the children to read. 

III. DriU. 

Point out, pronounce and erase the word 
tree as many times as it appears on the 
blackboard. 

Point out, pronounce and erase the word 
nest as many times as it appears on the 
blackboard; the word eggs. 



FIRST GRADE 



19 



READING FROM THE BOOK 

Lesson I. To inti'oduce the book. 

The first story in the beginner's book reads: 

A bird's nest is in the tree. 
It is a robin's nest. 
There are four little eggs in it. 
The eggs are blue. 



Pupil's part. 



I. To review. 



The children, one at a time, read the 
written expressions. 



II. To learn to read print. 

Child reads, — A^bird'snest is in the tree. 



A child reads, — A bii'd's nest is in the 
tree. 

Mary reads,- — It is a robin's nest. 

Robert reads, — It is a robin's nest. 



A bird's nest is in the tree. 
It is a robin's nest. 



Teacher's part 

I. To prepare the children for the new 
story. 

With the class before her the teacher 
writes each of the following expressions on 
the board several times for the children 
to read: 

a bird's nest 

a robin's nest 

in the tree 

four little eggs 

blue eggs 
If the children have difficulty in reading 
a phrase, the teacher may write on the 
blackboard the sentence in the preparatory 
story of which the phrase is a part. The 
children wiU be able to make out the 
expression from its position in the sentence. 

II. To introduce print. 

Teacher writes, — A bird's nest is in the 
tree, and calls on a child to read the sen- 
tence. 

The teacher then tells the children that 
they are going to do something that they 
have never done before, they ai-e going 
to learn to read printed stories. She may 
tell them that they have all seen print. 
The stories in then- story books at home 
and in the daily newspaper are printed. 
The names on the plow, on the binder, on 
the barn and on the mail box ai'e all printed . 
Children are then ready to read the 
sentence, A bird's nest is in the tree, which 
the teacher prints below the written 
sentence. 

The teacher writes, — It is a robin's nest. 
Read, Mary. 

Teacher prints, — It is a robin's nest. 
Read, Robert. 

The printed form of the remaining 
sentences is presented in the same way. 

If the children have difficulty in reading 
the printed sentence tlirough .silently, they 
may compare the difficult part with its 
^Titten form. 

The written sentences are next erased 
leaving only the printed story. The 
children are told that this is the way the 
story would appear if it were in a book. 

Read the sentences that teU something 
about the nest. 



20 



STATE MANUAL AND COURSE OP STUDY 



("There are four little eggs in it. 
\ The eggs are blue. 



III. To read from the book. 

Study picture . 

A bird's nest is in the tree. 

It is a robin's nest. 

There are four little eggs in it. 

The eggs are blue. 

iA bird's nest is in the tree. 
It is a robin's nest. 
There are four little eggs in it. 
The eggs are blue. 

!A bird's nest is in the tree. 
It is a robin's nest. 
There are four little eggs in it. 
The eggs are blue. 



Read the sentences that tell something 
about the eggs. 

(If necessary, the teacher may re-write 
the sentence above the printed form to help 
childi-en make out difficult parts by com- 
parison.) 

III. To introduce the book. 
Pass books. 
Study picture. 

Read the first sentence, Mary. 
The second, Ruth. 
The third, Helen. 
The fourth, Robert. 
Read the first two sentences, Ruth. 

Read the last two sentences, Robert. 

(The story as a whole.) 
Read the entire stpry, Helen. 



Lesson II. A study lesson with the teacher. 

Note 1. — This is not the second book lesson in the order of presentation. Lessons following this 
type may be planned when the children are well started in the reading from the book. 

Note 2. — Brackets inclose expressions which the teacher writes on the blackboard as she speaks. 
Answers are always given individually. 

The Hare and the Tortoise.* 

"I was never beaten in a race," said a hare. "No one can run as fast as I can." 

"I will run a race with you," said a tortoise. 

"That is a good joke," said the hare. "I could dance around you all the way." 

"Shall we run a race?" said the tortoise. 

A goal was fixed and the hare was off with a bound. 

"That tortoise is so slow," said the hare, "I will lie down and take a nap." 

The tortoise plodded along, but she did not stop. At last she passed the hare and reached 
the goal. 

By and by the hare awoke. He jumped up and ran as fast as he could. But when he 
reached the goal he found the tortoise there before him. 

— Aesop. 



Pupil's part 

I. To become familiar with the new 
words,— 

tortoise 
plodded 
goal 



The children describe the appearance of 
a rabbit. 

The children imitate the movement of a 
rabbit. 



Teacher's part 

I. ^o lead up to the statement of a problem 
whose solution requires the reading of 
the story. 

To present the new words. 

Our story this morning is about [The 
Hare and the Tortoise.] (The teacher 
reads the title.) How many have seen a 
hare? How many have seen a rabbit? 
The animal that is here called a hare, we 
usually call a rabbit. Tell us how a rabbit 
looks. 

Show us how a rabbit moves about. 



»Froin the Second Reader of the Reading-Literature series. 



FIRST GRADE 



21 



The children describe the appearance of 
a tortoise; they show how a tortoise travels. 



A child reads, — plodded along. 

The children read these text sentences 
from the blackboard : 
The tortoise plodded along. 

That tortoise is so slow. 

The children find, underline and pro- 
nounce the word. 

The children read. 



The children supply the word goal. 



Who has seen a tortoise? Describe a 
tortoise. Show us how a tortoise travels. 

Our story today tells about a race be- 
tween a hare and a tortoise. Which do 
you think wins? (Have two children, one 
representing a hare and the other represent- 
ing a tortoise run a race.) Would it be 
possible for the tortoise to win? How? 
(Continue the conversation long enough 
to arouse the mental activity of each child 
but do not permit improbable answers to 
be given.) 

Before we read our story to find out 
which really does win the race, we must 
learn to pronounce some hard words and 
to learn their meaning. When a person 
or thing travels slowly but steadily we say, 
"They [plod]." (If the children have had 
sufficient phonic work to make out the 
word -plod from the phonic units pi and od 
they are encom-aged to do so. In this 
case the teacher would halt her voice for 
the children to supply the word plod.) 

The tortoise did this — [plodded along] 
(The teacher pauses after the word this for 
the children to read the written expression.) 

What did the tortoise do? [The tortoise 
plodded along.] 

Because the tortoise plodded along, the 
rabbit thought [That tortoise is so slow.] 
What did the rabbit think? 

In how many places is plodded written on 
the blackboard? Underline the word as 
many times as you find it. Pronounce the 
words you have underlined. 

Read the phrases or sentences containing 
the word plodded. 

In playing games we sometimes run to 
a certain base or line. This base or line 
in some games has a particular name. We 
use this name in speakmg of our game of 
prison [goal]. 

Drill on the following words by writing 
and quickly erasing them. 

For quick recognition: 

plodded reached 

tortoise jvunped 

goal beaten 

For correct and pleasing pronunciation: 
fast bound 

passed dance 



II. To study the lesson. 



Robert reads the first paragraph of the 
story. 



II. To du-ect the study of the lesson. 

Now we are ready to find which wins the 
race. (Distribute books.) Open books. 
(The page has previously been wi-itten on 
the blackboard.) The story begins with> 
dialogue between the hare and the tortoise. 
The hare boasts that no one has ever beaten 
him in a race. What does he say, Robert? 

(The teacher pauses long enough be- 
tween asking the question and caUing the 
pupil's name for all to read silently. The 
time for silent study is reduced to a min- 
imum.) 



22 



STATE MANUAL AND COURSE OF STUDY 



Grace reads the second paragraph. 

Dick reads the next paragraph. 
Lucy reads the fourth paragraph. 



Robert reads. 



Lucy reads. 



Grace reads. 

We were going to find out whether the 
hare or the tortoise won the race. 



III. To read the story so as to give pleasure. 



A child reads,— "I was never beaten in a 
race," said a hare. 

"Shall we run a race?" said the tortoise. 
A child reads the conversation aloud. 

A child reads, — A goal was fixed and the 
hare was off with a bound. 

But when he reached the goal he found 
the tortoise there before him. 

A child reads the description of the race 
aloud. 

Robert reads the entire story. 

We may learn that although we are slow 
we may sometimes win the race if we are 
sure. 



The tortoise challenges the hare to a race. 
The next paragraph tells us how he does it. 
Read the whole paragraph, Grace. 

What does the hare think of this 
challenge? The next paragraph tells us. 
Dick may read. 

In the next paragraph the tortoise urges 
the race. Read it, Lucy. 

(If the reading indicates that the pupils 
do not appreciate the egotism of the hare 
and the conceit of the tortoise, draw a 
parallel incident from a playground scene, 
then have two children read the dialogue 
as such omitting explanatory parts.) 

Read the next two paragraphs to find 
out what the hare did to win. Read to 
us, Robert. 

(If the child's reading fails to express the 
confidence of the hare have him act the 
part of the hare and read again.) 

The next paragraph tells what the 
tortoise did to win. Read, Lucy. 

The hare awakes and suspects that he 
has been beaten. Imagine how he feels! 
Read the next paragraph to find what he 
does. Grace may read. 

What were we going to find out at the 
beginning of the lesson? 

How did the tortoise win the race? Tell 
the story from the beginning. 

(Reproduction trains the child to carry 
in mind a developing scheme of thought.) 

III. To help the pupils to read the story so 
as to give pleasure. 

Now we are prepared to read our story 
through from the beginning without having 
to stop to study it. 

The first part of our story describes a 
conversation between the hare and the 
tortoise. The last part describes the race 
between them. Read the first and last 
sentences of the conversation. 

Read aU of the conversation silently; 
aloud. 

Read the first and the last sentences 
which describe the race. 

Read all of the description of the race 
silently; aloud. 

Now we want the enthe story read so as 
to give us pleasure. I would like to hear 
Robert read the story. 

What may we learn from the tortoise? 



FIRST GRADE 23 

Phonics 

Outline of work. 

Work in phonics should begin when the children feel the need of it, i. e., when they see 
a resemblance between sounds in different words. This will be about the time reading 
from the book is begun. At the end of the year children should be aole to recognize and 
give distinctly all of the consonant sounds and the following general phonograms. 

a ad, had, lad, mad 

at, cat, hat, fat 

am, ham, jam 

an, tan, pan, fan 

and, sand, hand, band 
ed fed, bed, red 

eU, teU, fell, sell 

em, hem, gem, them 

en, ten, pen, hen 

est, best, nest, rest 

et, set, met, let 
i id, did, bid, hid 

ig, big, dig, fig 

ill, till, mill, will 

im, him, dim, rim 

in, tin, pin, wm 

ing, sing, ring, king 

it, hit, mit, sit 
o op, stop, hop, mop 

ot, hot, not, cot 
u ub, rub, hub, tub 

ug, bug, mug, rug 

ut, hut, nut, but 

ay day, may, say 

ail pail; haU; sail 

all ball, call, fall 

eat seat; meat, neat 

eed feed, seed, need 

old sold, fold, hold 

oon moon, noon, soon 

ook book, look, took 

ight sight, right, might 

bl blue, blow, block 

br bran, brave, brush 

eh chain, chiU, chase 

sh shall, shade 

sp spell, spin, spade 

st stand, stay, still 

sw. .' swing, swim, sweep 

pi play, please, plate 

cr cry, crawl, crib 

gr gray, grow, grain 

gl glad, glass, glow 

Teach that final e makes the vowel say its own name, as — • 

ade spade, made, fade 

ame came, same, game 

ate rate, hate, late 

ane cane, lane 

ide side, hide, ride 

ile mile, tile, while 

ine fine, pine, line 

ite bite, kite 

ope rope, hope 

Method of presentation. 



24 



STATE MANUAL AND COURSE OP STUDY 



Lesson I. To teach the sound of the initial consonant m. 



Pupil's part 
I. To hear the sound of m. 



The child whose name is called sounds m. 

The children give, — ^mother, mile, mit, 
meat, mill. 

IL To recognize the symbol which repre- 
sents the sound of m. 



One child at a time sounds in as directed. 



A child pronounces the word man and 
sounds the m. 



The children, individually, sound m. 

III. To give the sound of m and to recognize 
quickly its written symbol. 

The child called on follows the direc- 
tions. 



Teacher's part 

I. To train the ear. 

The teacher pronounces the following 
words slowly and distinctly so as to attract 
the attention to the initial consonant m: 
m an; m ake; m at. 

What sound did you first hear in all of 
these words? 

Give other words that begin in the same 
way. 

II. To train the eye. 

At the children's dictation, the teacher 
writes the following words on the black- 
board, — mother, make, man, mile, mit, 
meat, etc. The teacher, then, pronounces 
the word mother, prolonging the sound of m 
and underlining its written form. She 
next points to the m and sounds it. The 
children are then directed to give the sound. 

The word make is then treated in the same 
way as was the word mother. 

You see that these words which sound 
ahke at the beginning look alike at the 
beginning when written on the blackboard. 

Underline the form in the word man that 
looks the same as ?n (the teacher sounds 
the letter) in mother. Pronounce the word. 
Give the sound first heard when you pro- 
nounced the word man. 

The remaining words on the blackboard 
are treated in a similar manner. 

This letter (wi'iting m on the blackboard) 
always says m. (The teacher sounds the 
letter.) What does it say? 

III. To train the voice and to provide drill 

for the quick recognition of the 
letter m. 

Find and sound m as many times as it 
appears on the blackboard. 

As the work progresses the several 
consonants may be reviewed by writing 
them on the blackboard for the children to 
pronounce, and quickly erasing them. 
Review may also be conducted by means 
of perception cards. 



FIRST GRADE 



25 



Lesson II. To teach the ai family. 

Pupil's part 

I. To hear similar sounds in words. 

The children give the words, — bat, sat, 
fat, mat, etc. 



The child called on answers: 
part. 

At (Sounding the phonogram.) 



The last 



II. To associate the sound of the phonogram 
with its written symbol. 



The children underline at in the several 
words. 

The children, one at a time, pronounce 
the underlined parts. 



III. To build words containing the phono- 
gram al. 
The children in tm-n sound the elements 
and pronounce the words as directed. 



IV. To drill. 

The children pronounce the words as 
exposed. 



Teacher's part 

I. To teach the children to hear similar 

sounds and words. 

The teacher pronounces the words, — cat, 
hat, rat. She calls on the children to give 
other words that rhyme with the word cat. 

The teacher pronounces several words 
as, — sat, hat, mat with exaggerated clear- 
ness. Which part of these words sound 
the same? 

Sound the last part. 

II. To teach the children to associate the 

sound of the phonogram with its 
written symbol. 

The teacher wTites the words belonging 
to the at family (without naming it) on the 
blackboard. To help the children dis- 
tinguish the parts that sound the same 
(the phonograms) she pronounces the words 
one after the other, covering the phonogram 
while she sounds the initial consonant and 
by covering the initial consonant while she 
sounds the phonogram. For example, in 
the word cat she covers at while sounding c; 
she covers c while pronouncing at. The 
teacher calls on the children to underline 
the parts that sound aUke; to pronounce 
these parts. 

The parts that sound the same look the 
same. We know, then, that when we see 
this (writing at on the board) that it says 
at (pronouncing it). Words containing this 
syllable (drawing a circle around at) we 
say belong to the at family. 

III. To build the at family. 

Let us find how many words are in this 
at family. 

The teacher writes the following chart 
on the board for children to sound the 
consonant, the phonogram, — then to pro- 
nounce the word: 



f 




fat 


m 




mat 


h 
r 

etc. 


at 


hat 

rat 
etc. 



IV. To drill 

The teacher drills on the quick recogni- 
tion of the at family from perception cards. 



26 STATE MANUAL AND COURSE OF STUDY 

Spelling 

Phonic spelling and visualization. 

Phonic spelling. Spell by sound words which are made up of an initial consonant and 
a general phonogiam. 

Visualization. Visualize the words in the phonic spelling list and the simplest and most 
commonly used words in the reading lessons. The steps in an exercise in visualization are: 

1. The teacher writes the word on the blackboard. 

2. The teacher calls attention to its form and erases the word. 

3. The children reproduce the word on the blackboard or on paper. 

Oral spelling. 

Note. — The names of the letters have been learned in the writing lesson.s. By the end of the first 
half year the child knows the name and the form of all the letters, small or capital, script or print. 

Spell phonograms that are words in themselves, as — at, in, am, etc. Spell words built 
on these phonograms then on the remaining general phonograms given in the phonics list. 
Spell the simplest and the most commonly used words in the reading lesson. 

The steps in an oral spelling lesson are: 

1. The teacher writes the word on the blackboard. 

2. A child pronounces the word. 

3. The child spells the word as the teacher points to the letters. 

4. The child visualizes the word and spells it orally without lookmg at the word. 



SUGGESTIONS 

If a series of readers with a method peculiar to them is in use in the school, that method 
can doubtless be followed with the greatest success. If such a series is not in use, a method 
which combines the best features of the sentence, word and phonetic methods as given 
in the preceding outlines is recommended. 

If the children are to learn real reading, that is if they are to learn to interpret and enjoy 
what books contain, they should have from the very first plenty of material that is worth 
while. Much of such interesting material will grovv out of the regular work of the school. 
In addition to such material, several of the best recently pubhshed primers and first readers 
contain collections of Mother Goose rhymes and cumulative tales. The district authorities 
should be induced to furnish a sufficient number of several of these primers and first readers 
to go around the beginning class. Children learn to read by reading. They cannot 
learn to read simply by learning to pronounce words. 

Books which are used in the class should not be kept by the children at their seats. 
For the children to study without direction at this time initiates and promotes the growth 
of bad reading habits. It is desirable, however, that the children have free access to the 
extra sets of readers for the mere pleasure of reading. 

Rarely, if ever, after the blackboard lessons are finished should the teacher read for 
imitation. If the reading is unsatisfactory, the teacher may say, " Now it is my turn to 
read." In this way she may arouse in the children the feeling expressed by the selection 
and inspire them with a desire to read well. Later in review, the children may read the 
same part, but never immediately following the teacher's reading. 

The children should be kept attentive and interested tliroughout the recitation period. 
If the attention lags, the teacher should seek the cause. Inattention may be due to holding 
the class at work on one thing for too long a time, to impure or overheated air, to lack 
of animation in presenting words or phrases, or in doing other preparatory work. 

Writing 

The first half of the year should be devoted to blackboard wi'iting. The aim is to learn 
the letter forms. However, the child should write with freedom and a fair degree of speed. 
The chalk is held in a horizontal position, the first three fingers on top and thumb below, 
the pupil standing du-ectly in front of the board and facing it; the left hand holding the 
eraser and placed behind the back. Guide fines hinder freedom, so they should seldom be 
used. The exercises and writing should be quite large — four or five inches in height — 
and in front of the face, the child stepping along as he writes. 

We must eliminate cramped and jerky motions, and in order to do this, freedom and 
rhythm are necessary. The manner of counting for rhythm is immaterial so long as it is 
regular. To determine the count for an exercise or letter, the teacher should write it with 
freedom and note the impulses required. As a general rule, count for down strokes, but 



FIRST GRADE 27 

sometimes it is better to count for both up and down strokes, especially in the lower 
grades. The exercises and writing should have a uniform slant to the right. The letters 
and words used in reading are, as a rule, the best for practice in this grade. 

When seat writing is taken up, use a large beginner's pencil and unruled paper. The 
letters from one to two inches high are more easily formed, then as the forms become 
fixed in mind they may be decreased gradually. The teacher should write the exercises 
and letters on the board or paper, before the pupils, the same size and rhythm as she expects 
them to write. If any of the pupils do not get the form and rhythm readily, the teacher 
must take hold of the child's hand and guide it. The whole arm movement wiU be found 
more practicable in this grade; however, if any of the pupils can write with the muscular 
movement, so much the better. 

All ivriling in the grade must he done under the eye of the teacher — do not give writing as 
"busy work." 

Language 

(See Introduction and Appendix.) 

The purpose of the work in the primary grades is two-fold, — the acquiring of ideas 
and the acquiring of words. Introductory to the work of developing the power of ex- 
pression, is that of putting the child in possession of the right kind of ideas and knowledge 
to express. The first factor is selection. The materials should be such as will inspire 
and make the highest appeal to the imagination and emotions and must be gathered from 
the very choicest of the best works of all time, in literature, history, art and nature. 

A large portion of the language development in primary grades must be accomplished 
through story-telling. The stories selected should be masterpieces of English. They 
should enlarge the imaginative powers and increase the vocabulary. Pupils should be 
required to retell a story told by the teacher and it should be repeated frequently. Do not 
allow pupils to select their own stories. The stories should include fairy-tales, folk-lore, 
nature stories, biographies, and the best stories of literature. 

Work for clear articulation, distinct enunciation, and correct pronunciation. Aim to 
have the children acquire well-modulated, pleasing voices. Cultivated voices are quite 
as important as correct language. 

A very important feature of the work is the dramatizing of stories and the memorizing 
of poems, and should be carefully planned and executed. There is no other way by which 
a full, pure vocabulary can be acquired as satisfactorily as in the memorizing of poems. 

Natiu-e furnishes unlimited resources for language work. Pupils should learn to see 
things; to recognize the flowers, trees and weeds; to know the growing things of their 
environment, the habits, growth and use. Study the bhds and then- habits. This and 
other similar work will furnish the child with interesting ideas to express. 

The verb forms used by the childi-en may be acted out, as lie, fly, drink, throw and the 
use of the correct forms of each made habitual. 

The names of persons, places, streets, points of the compass, may be familiarized and 
used. 

The teacher should frame her questions so that answers may be given in complete 
sentences. 

SUGGESTED STORIES 

Aesop's Fables. The Rabbit's Walk. 

Indian Child-Life. Three Bears. 

Happy Heart Family. The Bundle of Sticks. 

The Snow Baby. The Lamp and the Sun. 

A Visit to Dreamland. The Wind and the Moon. 

Nursery Tales. Hiawatha Stories. 

The Little Red Hen. Pippa. 



POEMS TO BE MEMORIZED 
Summer is Coming 

Summer is nigh. 

How do I loiow? 
Why, this very day 

A robin sat on a tilting spray. 
And merrily sang a song of May. 



28 STATE MANUAL AND COURSE OP STUDY 

Jack Frost has fled 
From the ripphng brook, 

And a trout peeped out 
• From his shady nook. 

A butterfly, too. 
Flew lazily by, 

And the willow catkins 
Shook from on high 

Their yellow dust, 
As I passed by; 

And so I know 
That summer is nigh. 

In the Heart of a Seed 
K. L. Brown 

In the heart of a seed 
Buried deep, so deep, 

A dear little plant 
Lay fast asLeep. 

"Wake!" said the sunshine, 
"And creep to the light." 

"Wake!" said the voice 
Of the raindrops bright. 

The little plant heard 

And it rose to see 
What the wonderful 

Outside world might be. 

Whole Duty of Children 
Robert Louis Slevenson 

A child should always say what's true 
And speak when he is spoken to. 
And behave mannerly at table; 
At least as far as he is able. 

The Swing 
Robert Louis Stevenson 

How do you like to go up in a swing. 

Up in the air so blue? 
Oh, I do think it the pleasantest thing 

Ever a child can do! 

Up in the air and over the wall, 

Till I can see so wide, 
Rivers and trees and cattle and all 

Over the countryside — 

Till I look down on the garden green 
Down on the roof so brown — 

Up in the air I go flying again, 
Up in the air and down! 



FIRST GRADE 29 

Stars and Daisies 

Frank Dempster Sherman 

At evening when I go to bed 
I see the stars shine overhead; 
They are the little daisies white, 
That dot the meadow of the Night. 

And often while I'm dreaming so, 
Across the sky the Moon Nvill go; 
She is a lady, sweet and fair, 
Who comes to gather daisies there. 

For, when at morning I arise, 

There's not a star left in the skies" 

She's picked them all and dropped them down 

Into the meadows of the town. 

The Rock-A-By Lady 
Eugene Field 

The Rock-a-By Lady from Hushaby Street 

Comes stealing; comes creeping; 
And the poppies they hang from her head to her feet, 
And each hath a dream that is tiny and fleet^ 
She bringeth her poppies to you, my sweet, 

When she findeth you sleeping! 

There is one little dream of a beautiful drum — 

' Rub-a-dub ! ' it goeth ; 
There is one little dream of a big sugar-plum, 
And lo! thick and fast the other dreams come 
Of pop-guns that bang, and tin tops that hum, 

And a trumpet that bloweth! 

And dollies peep out of those wee little dreams 

With laughter and singing; 
And boats go a-floating on silvery streams, _ 
And the stars peek-a-boo with theh own misty gleams. 
And up, up, and up, where the Mother Moon beams. 

The fairies go winging! 

Would you dream all these dreams that are tiny and fleet? 

They'll come to you sleeping; 
So shut the two eyes that are weary, my sweet, 
For the Rock-a-By Lady from Hushaby Street, 
With poppies that hang from her head to her feet, 

Comes stealing; comes creeping. 

Bed in Simuner 
Robert Louis Stevenson 

In winter I get up at night 
And dress by yellow-candle light. 
In sximmer, quite the other way, 
I have to go to bed by day. 

I have to go to bed and see 
The birds still hopping on the tree. 
Or hear the grown-up people's feet 
Still going past me in the street. 



30 STATE MANUAL AND COURSE OF STUDY 

And does it not seem hard to you, 
When all the sky is clear and blue, 
^ And I should like so much to play, 

To have to go to bed by day? 

My Shadow 
Robert Louis Stevenson 

I have a little shadow that goes in and out with me, 
And what can be the use of him is more than I can see. 
He is very, very like me from the heels up to the head; 
And I see him jump before me when I jump into my bed. 

The funniest thing about him is the way he likes to grow — 
Not at all like proper children, which is always very slow; 
For he sometimes shoots up taller like an india-rubber ball. 
And he sometimes gets so little that there's none of him at all. 

He hasn't got a notion of how children ought to play, 
And can only make a fool of me in every sort of way. 
He stays so close beside me, he's a coward, you can see; 
I'd think shame to stick to nursie as that shadow sticks to me! 

One morning, very eai'ly, before the sun was up, 
I rose and found the shining dew on every buttercup; 
But my lazy little shadow, like an arrant sleepy-head. 
Had stayed at home behind me and was fast asleep in bed. 

The Glad New Year 

Dinah M. Mulock 

Who comes dancing over the snow, 
His soft little feet all bare and rosy? 

Open the door, though the wild winds blow. 
Take the child in and make him cosy. 
Take him in and hold him dear, 
He is the wonderful glad New Year. 

Little Boy Blue 

Eugene Field 

The httle toy dog is covered with dust, 
But stm-dy and staunch he stands; 

And the little toy soldier is red with rust, 
And his musket moulds in his hands. 

Time was when the little toy dog was new, 

And the soldier was passing fair; 
And that was the time when our Little Boy Blue 

Kissed them and put them there. 

'Now, don't you go till I come,' he said, 

'And don't you make any noise!' 
So toddling off to his trundle-bed, 

He dreamt of the pretty toys; ' 

And, as he was dreaming, an angel song 

Awakened our Little Boy Blue^ 
Oh! the years are many, the years are long, 

But the little toy friends are true! 



FIRST GRADE 31 

Ay, faithful to Little Boy Blue they stand, 

Each in the same old place — 
Awaiting the touch of a Uttle hand, 

The smile of a httle face; 

And they wonder, as waiting the long years through 

In the dust of that Uttle chair, 
What has become of our Little Boy Blue, 

Since he kissed them and put them there. 

Child's Thought of a Star 
Jane Taylor 

Twinkle, twinkle, Uttle star; 
How I wonder what you are! 
LTp above the world so high. 
Like a diamond in the sky! 

When the blazing sun is set, 
And the grass with dew is wet. 
Then you show your little Ught, 
Twinkle, twinkle, all the night. 

In the dark blue sky j-ou keep. 
And often thi-ough my curtains peep; 
For you never shut yoiu- eye 
Till the sun is in the sky. 

Then if I were in the dark, 
I would thank you for your spark; 
I could not see which way to go. 
If you did not twinkle so. 

Where Go the Boats? 

Robert Louis Slevetison 

Dark brown is the river. 

Golden is the sand. 
It flows along forever, 

With trees on either hand. 

Green leaves a-floating, 

Castles of the foam, 
Boats of mine a-boating — 

Where wiU aU come home? 

On goes the river 

And out past the miU, 
Away down the valley. 

Away down the hill. 

Away down the river, 

A hundred miles or more. 
Other little children 

Shall bring my boats ashore. 



32 STATE MANUAL AND COURSE OF STUDY 

The Wind 

Christina Rosetli 

Who has seen the wind? 
i Neither I nor you; 
But when the leaves hang trembling, 
The wind is passing through. 

Who has seen the wind? 

Neither you nor I; 
But when the trees bow down their heads, 

The wind is passing by. 

The Man in the Moon 

Old Rhyme, Anonymous 

The Man in the Moon as he sails the sky 

Is a very remarkable skipper, 

But he made a mistake 

When he tried to take 

A drink of millc from the Dipper. 

He dipped right into the Milky Way 

And slowly and carefully filled it. 

The Big Bear growled 

And the Little Bear howled. 

And scared him so that he spilled it. 

The Stars 
May Moore Jackson 

Do you know what the Uttle stars do at night? 

They play on a deep blue hill. 
Mother Moon watches to keep them in sight, 

For they're never, never still. 

Do you know what the little stars do at dawn? 

They sink in a sun-kissed sea. 
And there they sleep till the day is gone, 

As still as still can be. 

The above may be supplemented by poems printed in previous editions of the Course 
of Study and by such poems as, To Mother Fairie, Alice Gary; Obedience, Phoebe Gary; 
Little DandeUon, Helen Bostwick; Selections from Hiawatha, Longfellow; Dutch Lullaby, 
Eugene Field; Mother Goose Rhymes; Autumn Fires, Robert Louis Stevenson. 

*Sense Training Leading to Arithmetic and Language 

(See Appendix.) 

In the first grade the exercises are chiefly counting, making comparisons, and visualizing 
of simple combinations. Ghildren should be able to count to one hundred. The work 
is largely objective to create interest, and many illustrative devices are used for com- 
parisons such as sets of blocks, cards, etc. This is the child's natural method of satisfying 
the needs of his developing mind. Teaching will be successful when it meets these needs. 
The teacher who knows the child knows that attention is a condition of thinking and 
interest a condition of attention. 

The fundamental thing in the teaching of arithmetic is to induce judgments of relative 
magnitudes. The presentation regards the fact that it is the relation of things that makes 
them what they are mathematically. The products of the senses, especially those of 

*By permission of Ginn & Co., publishers, some material for the first and third grades has been 
taken from Speer's Arithmetics. 



FIRST GRADE 33 

rfight, hearing and touch, form the basis of all the higher thought processes. Since mathe- 
matics deals with definite relations of magnitudes it suggests the need of creating definite 
ideas, and forbids presenting things as isolated, independent or absolute in themselves. 
If relations are to come into consciousness, the comparing which brings them there must 
take place. 

It is the definite relations of magnitudes established by means of solids, surfaces and 
lines, that enable us to conceive or interpret the relations of quantities which cannot be 
brought within the range of perception. The ratios which we actually see are few but 
out of these grows the science of mathematics. 

Give appropriate exercises in the following: 

(a) Sense training: sight, touch, hearing. 

(b) Visualizing of forms, relative positions, colors, pictures, etc. 

(c) Handwork in cutting, drawing, building of forms with blocks and tablets, shaping 

of forms with plastic materials, etc. 

(d) Ratio work in magnitudes with solids, tablets, drawings, etc. 

(e) Apphcations of this work with the simplest measures of length, volume and value; 

foot, yard; pint, quart, gallon; cent, nickel, dime; etc. 

(f) Simple problems based on ratios of quantities. 

(g) Visuahzing of simple combinations. 

(a) Sense training: 

It is one of the first duties of the schools to test the senses and to devise means 
for their development. 
Sight training: 

Pupils find solids, surfaces, colors, etc. Compare with one another and with 

familiar objects in the room and at home. 
Show pupils the base of a cup, a cyhnder or a cone, and tell them that it is a circle. 
Conduct the exercises so that the doing will call forth variety of oral expression 
in telhng what is done. 

1. Find circles. 

2. Find circles that are larger than others. Find circles that are smaller. 

3. Find the largest circle in the room. 

4. Find one of the smallest. 

6. Find circles in going to and from school and at home, and tell where you saw 
them. 

Finding forms of the same general shape as those taken as types is of the highest importance. Unless 
this is done pupils are not learning to pass from the particular to the general. They are not taught 
to see many things through the one, and the impression they gain is that the particular forms observed 
are the only forms of this kind. Unless that which the pupil observes aids him in interpreting some- 
thing else it is of no value to him. Teaching is leading pupils to discover the unity of things. 

Touch training: 

Pupils handle solids. 

1. Find one of the largest sm'faces of each soUd. 

Example: This is one of the largest surfaces of tliis soUd. 

2. Find one of the smallest surfaces. 

3. Find surfaces that are larger than other surfaces. 

Example: This surface is larger than that one. 

4. Find siu-faces that are smaller than other surfaces. 

5. Compare the sizes of other surfaces in the room. 

6. Find the largest surface or one of the largest surfaces in the room. 

7. Close the eyes, handle solids and find largest and smallest surfaces. 

8. Cover the eyes, handle and tell names of blocks and of other objects. 

These exercises for mental training are only suggestive of many others which teachers should devise. 
Be sure the exercises are suited to the learners' minds, and to their physical condition. 

Ear training: 

Have pupils listen and tell what they hear. 
Have pupils note sounds when various objects are struck. 
Pupils close eyes. Teacher strikes one of the objects. 
Pupils tell which was struck. Teacher strikes two or more objects. 
Pupils tell by sound the order in which they were struck. 

Train pupils to recognize one another by their voices and by sounds made in walk- 
ing. 

5 



34 STATE MANUAL AND COURSE OP STUDY 

Pupils close eyes and listen. Drop a ball or marble two feet, then three. 
Pupils tell which time it fell the farther. 

(b) VisuaUzing: 

Place on the table three objects. For example: a box, a book and an ink bottle. 

1. What can you tell about the box? About the book? About the ink bottle? 

Which is the heaviest? Which is the lightest? Which is the largest? 

2. Look at the three objects carefully, one after another. 

3. Close yoiu- eyes and picture one after another. 

Cover the objects. 

4. Think the objects from right to left. From left to right. 

5. Name the objects from right to left. From left to right. 

6. Which is the third from the right? The second from the left? 

When the position of every object in the group can easily be given from memory, place another 
object at the left or right. When a row of five is pictured and readily named in any order, begin with 
another group of five. Each day review the groups learned so as to keep them vividly in the mind. 

Questions or directions similar to the following will test whether the groups are distinctly 
seen. Picture each group from the right, name objects in each from the right. 
In the third group what is the second object from the left. 
What is the middle object in each group? 
What is the largest object in each group? 

When four or five groups can be distinctly imaged thi.s exercise might give place to .some other. 

(c) Handwork: 

1. Cut a slip of paper. Cut another a Uttle longer. Another a Httle shorter. 

Measure. Practice. 

2. Cut a square. Cut another a little larger. Another a little smaller. 

Measiu-e. Practice. 

3. Cut a shp of paper. Try to cut another equal in length. Look at them. 

Which is the longer? Place them together and see if they are equal. 
Practice cutting and comparing. 

Give each pupil paper and an oblong rectangle. 

4. Cut a rectangle as large as, or equal to, the rectangle I have given you. 

What are you to cut? Is the rectangle you cut as long as the rectangle 
I gave you? Is it as wide? Does the one you cut exactly cover the one 
I gave you? Are the two rectangles equal? Practice trying to cut a 
rectangle exactly the same size as, or equal to, the one I gave you. Use 
square, triangle, oblong, etc., in a similar way and then lead up to definite 
dimensions. 

Give pupils a number of inch cubes. 

1. Build a prism equal to this one. (Show prism only for an instant.) 

2. Build a prism equal to this one. 

3. Build a cube equal to this one. 

Give other similar exercises from day to day. 

(d) Ratios: 

Show the pupils blocks three times as large as other blocks. Compare. 

1. Draw a line. Separate it into three equal parts. Measure. Is one of the 

parts shorter than one of the others? 

2. Draw Unes of different lengths and practice trying to divide them into three 

equal parts. 

3. Draw rectangles of different sizes and practice trying to separate them into 

three equal parts. 

4. Show me where lines should be drawn to separate the blackboard into three 

equal parts. Move your hands over each of the three equal parts of the 
blackboard. 



FIRST GRADE 35 



Select different solids. 



5. Show me where each should be cut to separate it into tliree equal parts. 

6. Find a solid that can be made into three parts, each as large as this solid. 

Give each pupil a piece of paper on which there is drawn a line equal to A. 



1. Draw a line equal to A. 

2. Draw a hne two times as long as A. 

3. Draw a line three times as long as A. 

4. Name the lines, A, B, C. 

5. B is how many times as long as A? 

6. C is how many times as long as A? 

7. Show me | of B. C is how many times as long as h of B? 

8. Show me ^ of B. Draw a Une three times as long as ^ of B. 

9. Draw a line equal to the sum of A and B. The sum of A and B equals what 

line? 

This line of thought should be carried on by means of different presentations until the ratios are 
instantly recognized. 

Give each pupil a square inch and an oblong 2 In. by 1 in. and another 3 in. by 1 in. 






1 . What is the length of the square rectangle? How long is the largest rectangle? 

What is the length of the other rectangle? 

2. Show me the rectangle 2 in. by 1 in. The rectangle 3 in. by 1 in. Point to 

each rectangle and describe it. 
Ex. This is a square rectangle one inch long. 

3. Call the largest rectangle B, the smallest O, and the other N. Show me O. 

Show me B. Show me N. 

4. N is as large as how many O's? What part of N equals O? N equals how 

many times O? O equals what part of N? 

5. B is as large as how many O's? B equals how many times O? Show me 

I of N. B is how many times as large as | of N? 

6. If we call O ^ what is N? What is B? 

7. Cut rectangles equal to O, N and B. 

8. Place O and N together and make one rectangle of the two. How long is 

the rectangle you have made? How wide is it? It is as large as what 
rectangle? It equals what rectangle? 

The teacher can accomplish much along this line by systematic questioning, with the objects before 
the child. Use different magnitudes and change their arrangements very often. 

(e) AppUcations: 

Relations of quart and pint: 

Show pupils the pint and quart measures. Have them find by measm'ing the 
number of pints equal to a quart. 

1. After measuring, teU all you can about the quart and pint. 

This free work is far more valuable than that induced by questioning. Too much questioning 
interferes with the natural action of the mind in relating and unifying. 

2. What is sold by the pint and by the quart? 

3. A quart is how many times as large as a pint? 

4. What part of a quart is as large, or as much as, a pint? 

5. A quart is how much more than a pint? 

6. A pint is how much less than a quart? 

7. A quart and a pint equal how many pints? 



36 STATE MANUAL AND COURSE OF STUDY 

8. Show me'l^ quarts. What have you shown me? 

9. I5 quarts equal how many pints? 

, 10. If we call a pint 1, what should we call a quart? Why? 

11. If we call a quart 2, what should we call the sum of a quart and a pint? 

12. If a quart is 1, what is a pint? 

Fill the quart and pint measures with water and let each pupil lift the two measures. 

1 . Which is the heavier, the quart of water or the pint? 

2. The quart of water is how many times as much as the pint? 

3. What part of the quart weighs as much as the pint? 

4. The weight of a pint equals what part of the weight of a quart? 

5. The weight of a quart equals the weight of how many pints? 

6. A pint of water weighs a pound. How much does a quart of water weigh? 

7. What part of a quart of water weighs a pound? 

8. The sum of a quart and a pint of water weighs how many pounds? 

9. Compare the weight of different soUds with the weight of a pint of water. 

10. If a pint of milk costs three cents, what should a quart cost? 

11. In a quart there are how many pints? In three quarts there are how many 

2-pints? 

12. How much milk should be put into a quart measure to make it half full? 

In the same manner deal with other measures. 

(f) Simple problems based on ratios of quantities: 

1. A boat sails 4 miles in § hour; how far does it sail in 1 hour? 

2. Mr. R. receives 6 cents for 2 pints of milk; how much ought he to receive 

for a quart? 

3. If you take a quart of milk out of a gallon of milk, what part of a gallon 

remains? 

4. Two dimes equal how many nickels? 

5. The candy that can be bought for a nickel equals what part of the candy 

that can be bought for 2 dimes? 

Each teacher will need to determine for herself the amount to present to her class. 



SECOND GRADE 

Reading — Basal reader and supplementary Writing — See Appendix. 

readers. Language — Oral. 

Spelling. Arithmetic— Oral. 

Textbook — Reader 

Reading 

Ptu'pose. — To develop the reading habits which have been initiated in the first grade. 

Principles of Habit Formation. 

1. To recognize words, when possible, from the thought or the construction of the 

sentence rather than by detailed attention to letters or syllables. 

2. To take in what is on the page by large groups of words, or phrases, rather than by 

small groups or individual words. 

3. To keep in mind the whole plot of the story up to the point reached and to reahze 

the dramatic situation at every step. 

Material: 

For reading in the class. — First readers for review; basal second reader and supplementary 
readers. These books should not be taken by the children to their seats. 

For reading at the seat.- — The best textbooks, excluding those used in the class. 

Suggestions as to Method. 

Studying the lesson.- — Present new or difficult parts from the blackboard. 

Familiarize the children with the pronunciation of ancient or foreign names, when they 
occur in a story, before they see the written form. 

Individual words, in so far as they need special attention, should be studied from their 
location in the story. 

Arouse the interest by studying the picture, if one is to be found at the head of the 
lesson, or by stating the subject so as to awaken a desire to read the story. 

Silent reading should always precede oral reading. 

Oral reading. — Oral reading may follow the silent reading or come at a later recitation. 

Phonics 

Material: 

1. Review of first grade phonics. 

2. Long and short sounds of vowels. 

3. The separation of words into syllables. 

4. The following word famiUes: 

ace lace, race, face 

age cage, page, rage 

ain pain, rain, lain 

ang bang, rang, sang 

atch catch, match, hatch 

ead lead, read, bead 

eep peep, deep, keep 

eet beet, feet, meet 

ent tent, sent, rent 

ight might, fight, right 

ish dish, fish, wish 

ind bind, find, kind 

oad load, road, toad 

oon soon, moon, coon 

ook look, book, took 



38 STATE MANUAL AND COURSE OP STUDY 

ow cow, how, bow 

oy boy, joy, toy 

uck duck, tuck, luck 

• ust must, rust, dust 

Spelling 

Material: 

Familiar words in the reading and the language lessons which will be most frequently 
used in the written work of the succeeding grades. 

Names of the days of the week, the months of the year, the names of the seasons and the 
names of special hoUdays. 

Words having the same ending as- 
playful, restful 
clearly, wisely 
fearless, harmless 
childish, bluish 
motion, notion 

Suggestions as to Method. 

The steps in a second grade spelhng lesson are: 

1. Create a need for the word. Make siu*e that the child associates the word with the 

idea which it represents. 

2. Write word on the board. 

3. The children, individually, pronounce the word. 

4. Children use the word in sentences of their own construction. 

5. The children visuahze the word. To help the children do this, the teacher calls 

attention to the word famiUes, catch letters, capital letters, etc. 

6. Spell the word orally. 

7. Write the word. 

8. Write sentences from dictation twice a week. These sentences should contain 

both the old and the new words. 

Writing 

The pencil requires less care and skill to handle, therefore freedom will be encouraged 
by not using the pen in this grade. The pencil should be large, soft and long. If ruled 
paper is used, it should be ruled about f inch wide. For children who arc lacking in freedom 
and form, the blackboard must be used frequently. 

Muscular movement may be taken up in this grade. The following method must be 
used for all beginners, regardless of grade: 

First Movemenl: Pencil on desk in groove, point to right. Assume correct position, 
hand open, pahn down and about half inch from paper, arm resting on muscle of forearm. 
Now practice the push and pull exercise, arm moving in and out of the sleeve. Slowly 
at first and gradually increasing in rhythm until the entire class is moving in unison. 

Second Movement: Same position except that the fingers are bent and in the same posi- 
tion as when holding the pencil. Now with the hand resting on the runnei-s (third and 
foiu-th fingers) practice on push and pull, and direct oval. 

Third Movement: Take pencil or pen, point up. See that the pencil is touching hghtly 
on the paper, the hand resting on the runners, and the arm on the muscle. The arm must 
move in and out of the sleeve. Practice same drills as in second movement. 

Fourth Movement: Pencil or pen point resting lightly on the paper in correct position. 
If pen is used, take ink. Now practice on the same simple drills. If a pupil uses finger 
movement, he should go back to the first three movements, for he is not ready for the fourth. 
Don't be in a hurry to take up this last movement. The first three must be practiced 
until they are made automatically. 

The writing outline given in the Appendix may be followed quite closely, omitting the 
more difficult drills the first time over. Read instructions to first grade for counting for 
rhythm. Also read carefully " Writing, General Information" in Appendix. All writing 
in this grade should be under the direct supervision of the teacher. 



SECOND GRADE 39 

Language 

(See Introduction and Appendix.) 
Purpose. — Same as first grade. 

Continue the work of the first grade. The nature study should include the observation 
and study of inanimate things. Collect and classify products of local industries, and use 
for subjects of conversations and oral compositions. 

Practically no written language work should be required of pupils, but each week a certain 
amount of this work, as copying, dictation, etc., should be given. This work should 
develop the use of punctuation marks, quotation marks, capitals, abbreviations, dates, 
the possessive forms of nouns and pronouns. 

The drill on irregular verbs should be carried on tliroughout the grades. Let rapidity, 
interest and brightness characterize the drill. 

The vocabulary should be increased to include words of synonymous meaning and terms 
of opposite meaning. Have sentence drills in the use of both of these. These drills 
should lead pupils to discriminate in their choice of words. 

Visuahze many simple objects rapidly and describe, as a jrin, a pencil, a piece of chalk, 
a box, etc. The value of the work in description consists in using words specially applicable 
to the object described. In the descri})tion of an apple, for instance, the words, round, 
sphere, pulp, skin, core, juice, are brought out and definite concepts as to form and size 
developed. In the description of a pencil, the words, slender, cyliridrical, graphite, become 
part of the child's vocabulary, and new concepts and comparisons as to form, size and 
color are formed. In the description of a shoe, sole, last, tongue, upper, lining, are brought 
to the observation. 

A poem should be taught line by line, thought by thought. Much time and attention 
should be given to the development of tones and the pitch of the voice, that the musical 
effect may be obtained. The expression should reveal the meaning and the spirit and the 
power of the poem. 

SUGGESTED STORIES 

Fairy Tales, Hans Andersen. 

Fifty Famous Stories, James Baldwin. 

Boy Blue and His Friends, Blaisdell and Blaill. 

In the Days of Giants, Abbie F. Brown. 

How to Tell Stories to Children, Sarah Cone Bryant. 

Twilight Stories, Elizabeth Foulkc. 

Just So Stories, Kipling. 

Fairy Stories, Andrew Lang. 

Children of the Arctic, Josephine Peary. 

American History Stories, Mara L. Pratt. 

In the Green Forest, Howard Pyle. 

POEMS TO BE MEMORIZED 
The Brown Thrush 

There's a merry brown thrush sitting up in the tree. 

"He's singing to me! He's singing to me!" 
And what does he say, little gu'l, httle boy? 
"Oh, the world's running over with joy! 
Don't you hear? Don't you see? 
Hush! Look! In my tree 
I'm as happy as happy can be!" 

And the brown thrush keeps singing, "A nest do you see, 

And five eggs, hid by me in the juniper tree? 
Don't meddle! don't touch! Uttle gii-1, little boy, 
Or the world will lose some of its joy! 
Now I'm glad! now I'm free! 
And I always shall be, 
If you never bring sorrow to me." 



40 STATE MANUAL AND COURSE OF STUDY 

So the merry brown thrush sings away in the tree, 

To you and to me, to you and to me; 
And he sings all the day, Uttle girl, Uttle boy, 
"Oh, the world's running over with joy! 
But long it won't be, 
Don't you know? Don't you see? 
Unless we're as good as can be?" 

Help One Another 
G. F Hunting 

"Help one another," the snowflakes said. 

As they huddled down in their fleecy bed; 

"One of us here would not be felt, 

One of us here would quickly melt; 

But I'll help you, and you help me, 

And then, what a big white drift we'll see." 

"Help one another," the maple spray 

Said to his fellow leaves one day; 

"The sun would wither me here alone. 

Long enough ere the day is gone; 

But I'll help you, and you help me, 

And then, what a splendid shade there'll be." 

"Help one another," the dewdrop cried. 
Seeing another drop close to its side; 
"The warm south breeze would dry me away, 
And I should be gone ere noon today; 
But I'll help you, and you help me, 
And we'll make a brook run to the sea." 

"Help one another," a grain of sand 
Said to another grain just at hand; 
" The wind may carry me over the sea. 
And then, O! what will become of me? 
But come, my brother, give me your hand. 
We'll build a mountain and there we'll stand." 

And so the snowflakes grew to drifts. 
The grains of sand to mountains; 

The leaves became a pleasant shade, 
The dewdrops fed the fountains. 

How the Leaves Came Down 

Susan Coolidge 

"I'll tell you how the leaves came down," 
The great Tree to his children said: 

"You're getting sleepy, Yellow and Brown, 
"Yes, very sleepy, little Red, 
It is quite time to go to bed." 

"Ah," begged each silly, pouting leaf, 
"Let us a little longer stay; 

Dear Father Tree, behold our grief, 
'Tis such a very pleasant day, 
We do not want to go away." 

So, for just one more merry day 
To the great Tree the leaflets clung, 

FroHcked and danced, and had their way. 
Upon the autumn breezes swung. 
Whispering all their sports among— 



SECOND GRADE 41 

"Perhaps the great Tree will forget, 

And let us stay until the spring, 
If we all beg, and coax, and fret." 

But the great Tree did no such thing; 

He smiled to hear their whispering. 

"Come children, all to bed," he cried; 

And ere the leaves could urge their prayer, 
He shook his head, and far and wide. 

Fluttering and rustling everywhere, 

Down sped the leaflets through the air. 

I saw them; on the ground they lay. 

Golden and red, a huddled swarm, 
Waiting till one from far away. 

White bed clothes heaped upon her arm. 

Should come to wtap them safe and warm. 

The great bare Tree looked down and smiled. 

"Good-night, dear Uttle leaves," he said. 
And from below each sleepy child 

RepUed, "Good-night," and murmured, 

"It is so nice to go to bed!" 

The Night Wind 

Eugene Field 

Have you ever heard the wind go 
"Yooooo?" 
'Tis a pitiful sound to hear! 
It seems to chill you tlu-ough and tlu-ough 

With a strange and speechless fear. 
'Tis the voice of the night that broods outside 

When folks should be asleep. 
And many and many's the time I've cried 
To the darkness brooding far and wide 
Over the land and the deep : 
"Whom do you want, O lonely night, 
That you wail the long hours tlu-ough?" 
And the night would say in its ghostly way: 
"Yoooooooo! 
Yoooooooo! 
Yoooooooo!" 

My mother told me long ago 

(When I was a Uttle tad) 
That when the night went waiUng so. 

Somebody had been bad; 
And then, when I was snug in bed. 

Whither I had been sent. 
With the blankets puUed up round my head, 
I'd think of what my mother'd said, 

And wonder what boy she meant! 
And "Who's been bad to-day?" I'd ask 

Of the wind that hoarsely blew, 
And the wind would say in its meaningful way : 
"Yoooooooo! 
Yoooooooo ! 
Yoooooooo!" 



42 STATE MANUAL AND COURSE OF STUDY 

That this was true I must allow — ■ 

You'll not believe it, though! 
Yes, though I'm quite a model now, 

I was not always so. 
And if you doubt what things I say, 

Suppose you make the test; 
Suppose, when you've been bad some day 
And up to bed are sent away 

From mother and the rest — 
Suppose you ask, "Who has been bad?" 

And then you'll hear what's true; 
For the wind will moan in its ruefullest tone: 
"Yoooooooo! 
Yoooooooo! 
Yoooooooo!" 

Thanksgiving Day 

Lydia Maria Child 

Over the river and through the wood, 
To grandfather's house we go; 

The horse knows the way 

To carry the sleigh 
Through the white and drifted snow. 

Over the river and through the wood — 
Oh, how the wind does blow! 

It stings the toes 

And bites the nose. 
As over the ground we go. 

Over the river and through the wood, 
To have a first-rate play; 

Hear the bells ring, 

' ' Ting-a-hng-ding 1 ' ' 
Hurrah for Thanksgiving Day! 

Over the river and tlu-ough the wood. 
Trot fast my dapple-gi'ay ! 
Spring over the ground 
Like a hunting hound! 

For this is Thanksgiving Day. 

Over the river and tlirough the wood. 
And straight through the barnyard gate. 

We seem to go 

Extremely slow — 
It is so hard to wait! 

Over the river and throvigh the wood — 
Now grandmother's cap I spy! 

Hm-rah for the fun! 

Is the pudding done? 
Hurrah for the pumpkin pie! 

T Love You, Mother 

Joy Allison 

"I love you, mother," said little John; 
Then, forgetting work, his cap went on. 
And he was off to the garden swing, 
Leaving his mother the wood to bring 



SECOND GRADE ' 43 

"I love you, mother," said rosy Nell, 
"I love you better than tongue can tell." 
Then she teased and pouted full half the day. 
Till her mother rejoiced when she went to play. 

"I love you, mother," said Uttle Fan, 
"Today I'll help you all I can; 
How glad I am that school doesn't keep!" 
So she rocked the baby till it fell asleep. 

Then stepping softly, she took the broom, 
And swept the floor and dusted the room; 
Busy and happy all day was she. 
Helpful and cheerful as child could be. 

"I love you, mother," again they said — 
Three httle children going to bed; 
How do you think that mother guessed 
Which of them really loved her best? 

Lady Moon 
Lord Houghton 

Lady Moon, Lady Moon, where are you roving? 

"Over the sea." 
Lady Moon, Lady Moon, whom are you loving? 

"All that love me." 

Are you not tired with roUing, and never 

Resting to sleep? 
Why look so pale and so sad, as forever 

Wishing to weep? 

"Ask me not this, Uttle child, if you love me; 

You are too bold; 
I must obey my dear Father above me. 

And do as I'm told." 

Lady Moon, Lady Moon, where are you roving? 

"Over the sea." 
Lady Moon, Lady Moon, whom are you loving? 

"AU that love me." 

Nearly Ready 

Mary Mapes Dodge 

In the snowing and the blowing. 

In the cruel sleet. 
Little flowers begin their growing 

Far beneath our feet. 
Softly taps the Spring, and cheerily, 

"Darhngs, are you here?" 
Till they answer, "We are nearly, ' 

Nearly ready, dear." 

"Where is Winter, with his snowing? 

Tell us, Spring," they say. 
Then she answers, "He is going, 

Going on his way. 
Poor old Winter does not love you; 

But his time is past; 
Soon my birds shall sing above you. 

Set you free at last." 



44 STATE MANUAL AND COURSE OP STUDY 

Great, Wide, Beautiful, Wonderful World 
W. B. Rands 

Great, wide, beautiful, wonderful World, 
With the wonderful water round you curled. 
And the wonderful grass upon your breast — 
World, you are beautifully drest. 

The wonderful air is over me. 
And the wonderful wind is shaking the tree, 
It walks on the water, and whirls the mills, 
And tallcs to itself on the tops of the hills. 

You friendly Earth! how far do you go. 

With the wheat-fields that nod and the rivers that flow, 

With cities and gardens, and chffs and isles, 

And people upon you for thousands of miles? 

Ah, you are so great, and I am so small, 

I tremble to think of you, World, at all; 

And yet, when I said my prayers to-day. 

A whisper inside me seemed to say. 

'You are more than the Earth, though you are such a dot; 

You can love and think, and the Earth can not!' 

The Wind 
Robert Louis Stevenson 

I saw you toss the kites on high 
And blow the birds about the sky; 
And all around I heard you pass. 
Like ladies' skirts across the grass — 
O wind, a-blowing all day long, 
O wind, that sings so loud a song! 

I saw the different things you did. 

But always you yourself you hid. 

I felt you push, I heard you call, 

I could not see yoiuself at all — 
O wind, a-blowing all day long, 
O wind, that sings so loud a song! 

O you that are so strong and cold, 

O blower, are you young or old? 

Are you a beast of field and tree. 

Or just a stronger child than me? 
O wind, a-blowing all day long, 
O wind, that sings so loud a song! 

Seven Times One 
Jean Ingelow 

There's no dew left on the daises and clover, 

There's no rain left in heaven; 
I've said my "seven times" over and over — 

Seven times one are seven. 

I am old! so old I can write a letter; 

My birthday lessons are done; 
The lambs play always, they know no better; 

They're only one times one. 



SECOND GRADE 45 

Moon! in the night I have seen you sailing, 
And shining so round and low; 

You are bright; ah, bright! but j^our hght is faihng; 
You are nothing now but a bow. 

You Moon; have j'ou done something wrong in heaven. 
That God has hidden j^our face? 

1 hope, if you have, you will soon be forgiven, 
And shine again in your place. 

O velvet Bee! you're a dusty fellow, 

You've powdered j^our legs with gold! 
O brave Marsh Marybuds, rich and yellow! 

Give me your money to hold! 

O Columbine! open your folded wrapper 
Where two twin turtle-doves dwell! 

Cuckoo-pint! toll me the pm-ple clapper, 
That hangs in your clear, green bell. 

And show me your nest with the young ones in it — 
I will not steal them away, 

1 am old! you may trust me. Linnet, Linnet, — 
I am seven times one to-day. 

The Gladness of Nature 
William Cullen Bryant 

Is this a time to be cloudy and sad. 

When our mother Nature laughs around; 
When even the deep blue heavens look glad. 

And gladness breathes from the blossoming ground? 

There are notes of joy from the hang-bird and wren, 
And the gossip of swallows through all the sky; 

The ground-squirrel gaily chirps by his den, 
And the wilding bee hums merrily by. 

The clouds are at play in the azure space, 

And their shadows at play on the bright green vale. 

And here they stretch to the froUc chase. 
And here they roll on the easy gale. 

There's a dance of leaves in that aspen bower. 

There's a titter of winds in that beechen tree, 
There's a smile on the fruit, and a smile on the flower. 

And a laugh from the brook that runs to the sea. 

And look at the broad-faced sun, how he smiles 

On the dewy earth that smiles in his ray, 
On the leaping waters and gay young isles; 

Ay, look, and he'll smile thy gloom away. 

The above may be supplemented by poems printed in previous editions of the Coiu-se 
of Study and by such poems as: The Little Blue Pigeon, Eugene Field; November, Take 
Care, AUce Cary; Fii-st Snow-Fall, James Russell Lowell; Lullaby, Sii- Walter Scott; 
Young Night Thoughts, Robert L. Stevenson. 



46 STATE MANUAL AND COURSE OF STUDY 

Arithmetic 

(See Appendix.) 
Required work. 

Addition combinations. 
Continue sense training. 
Tables of 2's and 3's. 

Keep adding to the visualizing, ratios and problems according to the advancement of 
the class. 
Keep up a constant review, using the old facts in new relations. 

Addition combinations: — 

22222222333'3333444 
234567893456789456 



4 


5 


6 


7 


8 


9 


10 


11 


6 


7 


8 


9 


10 


11 


12 


8 


9 


10 


4 


4 


4 


5 


5 


5 


.5 


5 


6 


6 


6 


6 


7 


7 


7 


8 


8 


9 


7 


8 


9 


5 


6 


7 


8 


9 


6 


7 


8 


9 


7 


8 


9 


8 


9 


9 



11 12 13 10 11 12 13 14 12 13 14 15 14 15 16 16 17 18 

These addition combinations are the foundation of all arithmetic work. They should 
be memorized and drilled on until the child can give answers instantly. 



THIRD GRADE 

Reading — Basal reader and supplementary Language — Oral, 
reading. 

Arithmetic — Oral. DriU on combinations; 
Spelling. addition, subtraction, 

tables. 
Writing — See Appendix. Geography — Oral. 

Textbooks — Reader 

Reading 

Principles of Habit Formation. 

The principles underlying habit formation in the first and second grades apply in the 
third grade. 

Material: 

For reading in the class. — ^Second grade readers for review; basal third grade reader and 
supplementary readers. 

For reading at the seat and at home. — Robinson Crusoe, Swiss Family Robinson, "Little 
Cousin" Series, AUce in Wonderland, Through the Looking Glass, Arabian Nights, KipUng's 
"Just So Stories" and fairy stories of all lands. (These books are recommended for the 
thud and fourth grades.) 

Suggestions as to Method* 

Preparation for the reading lessan. — A carefully made assignment must now prepare 
the children for the study of the lesson without the direct supervision of the teacher. 

Any difficulties that may arise in pronunciation should be removed in the assignment 
in connection with the thought of the sentence or by the use of phonics. 

Purposeful reading at the seats may be secm-ed by asking a question, or questions, in 
the assigrmient which can be answered only by a thoughtful study of the lesson. 

The reading lesson. — A word drill and an examination of the thought gained in the 
silent reading should precede the oral reading. Occasionally the oral reading may be 
omitted and the children requii-ed to give the substance of the story in their own words. 
This method serves as a severe test of the silent study and gives training in carrying the 
facts of the story in mind in their proper sequence. 

Phonics 

Continue the phonic work of the second grade and add new families and blends as the 
reading or speUing requires. 

Teach the general sounds of all of the vowels. Use key words. 
Teach the diacritical marks. 

Spelling 

Material: 

The names of objects in the child's environment. 

The names of the words most commonly misspelled; as, — which, sure, there, their, believe, 
etc. 

The names of words occurring in the reading, language and nature study lessons which 
the child will use most frequently in his written work. 



48 STATE MANUAL AND COURSE OP STUDY 

Suggestions as to Method: 

Assignment. — Call attention to the difficult words, syllables, and to bothersome etters, 
as ie, ei, etc. Have the words spelled orally. 

Study at the seat. — Words may be either copied from the board and visuaUzed or written 
a certain number of times, then written in sentences of the children's own construction. 

Dictation Exercises. — Dictate the hst of words or sentences containing the words. Vary 
the method occasionally by having the words spelled orally. 

Writing 

The pen can be taken up to good advantage in this grade if the work in the preceding 
grades has been well done. Begin each lesson with a movement drill — the drill that 
logically leads up to the letter you have selected for practice. If you have fifteen minutes 
for writing, vise five minutes for movement drill, five minutes for the letter, and five minutes 
for the word containing the letter. The outline given in the Appendix can be covered 
and reviewed during the year. Figures should have attention in this, and the following 
grades. Practice only one figure at a time, except on reviews, using the same movement 
as that used for the letter. 

This is the grade to fix the position habit. Little will be done in the following grades 
by children who have a poor writing position. Read instructions for the first and second 
grades, also "Writing, General Information" in Appendix. 

Language 

(See Appendix.) 

The work of this grade should be an expansion of the work of the preceding grades along 
similar lines. 

Letter-writing should be taught throughout the grades. 

Have pupils keep Hsts of new words, and use them in frequent drills. 

In connection with the drill in verb-forms, have drills in the use of adjectives and adverbs, 
but these drills are to be on the use, rather than on the names of adjectives and adverbs. 

Place on the board and use in sentences such words as: 

calm calmly 

quick quickly 

fierce fiercely 

hght hghtly 

heavy heavily 

Give drills in all grades on the Correct use of the personal pronouns until this use be- 
comes mechanical and a fixed habit, as, 

He is the man of whom I spoke. 

It is I. 

Was it she? 

To whom did you tell it? 

History should be drawn upon for language material. The history ^york should center 
about great characters. In the first four grades, stories of American history should be 
supplemented by the myths and legends of the Indians and the Norse legends. This 
furnishes many opportunities for story-telUng and descriptions. 

In this grade may be begun the narration of portions of books read, and short sketches 
of noted characters of whom the pupils have read or heard. 

SUGGESTED STORIES 

Aesop's Fables. 

Tales from the Far North, P. C. Asbjornsen. 

Seven Little Sisters, Andi'ews. 

Fifty Famous Stories, Baldwin. 

Story of King Arthur, Brooks. 

Squirrels and Other Fur Beai-ers, Burroughs. 

Fairies and Folk of Ireland, Frost. 

Annals of Fairyland, J. M. Gibbons. 

Heroes, Charles Kingsley. 



THIRD GRADE 49 



Fairy Tales of the Brothers Grimm, Mrs. Lucas, 

Little Lame Prince, Mulock. 

A Dog of Flanders, Ouida. 

Bimbi Stories, Ouida. 

Book of Legends, Scudder. 

Bird's^Christmas Carol, Wiggins. 

Oiu" Little Indian Cousin, Wade. 

Our Little Cuban Cousin, Wade. 

POEMS TO BE MEMORIZED 

The Bluebird 

Emily Huntington Miller 

* I know the song that the bluebird is singing, 

Out in the apple-tree where he is swinging; 
Brave httle fellow! the skies may be dreary; 
Nothing cares he while his heart is so cheery. 

Hark! how the music leaps out from his tlu'oat- 
Hark! was there ever so merry a note? 
Listen awhile, and you'll hear what he's saying, 
Up in the apple-tree, swinging and swaying. 

"Dear little blossoms, down under the snow, 
You must be weary of winter, I know; 
Hark while I sing you a message of cheer — 
Summer is coming! and spring-time is here! 

"Little white snowdrop! I pray you, arise; 
Bright yellow crocus! come, open your eyes; 
Sweet httle violets, hid from the cold. 
Put on your mantles of purple and gold; 
Daffodils! daffodils! say, do j^ou hear? — 
Summer is coming! and springtime is here!" 



The Voice of the Grass 

Sarah Roberts Boyle 

Here I come creeping; creeping everywhere; 

By the dusty roadside, 

On the sunny liill-side, 

Close by the noisy brook, 

In every shady nook, 
I come creeping, creeping everywhere. 

Here I come creeping, smiUng everywhere, 

All around the open air. 

Where sit the aged poor; 

Here where the children play. 

In the bright and merry May, 
I come creeping, creeping everywhere. 

Here I come creeping, creeping everywhere, 

In the noisy city street 

My pleasant face you'll meet, 

Cheering the sick at heart j 

ToiUng his busy part, — 
Silently creeping, creeping everywhere. 



50 STATE MANUAL AND COURSE OF STUDY 

Here I come creeping, creeping everywhere; 
You cannot see me coming, 
Nor hear my low sweet humming; 
For in the starry night, 
And the glad morning light, 

I come quietly creeping everywhere. 

Here I come creeping, creeping everywhere; 
More welcome than the flowers 
In summer's pleasant hours; 
The gentle cow is glad. 
And the merry bird not sad. 

To see me creeping, creeping everywhere. 

Here I come creeping, creeping everywhere; 

My humble song of praise 

Most joyfully I raise 

To Him at whose command 

I beautify the land, 
Creeping, silently creeping everywhere. 



The Land of Story-Books 

Robert Louis Stevenson 

At evening when the lamp is ht. 
Around the fire my parents sit; 
They sit at home and tallc and sing, 
And do not play at anything. 

Now, with my httle gun, I crawl 
All in the dark along the wall. 
And follow round the forest track 
Away behind the sofa back. 

There, in the night, where none can spy, 
All in my hunter's camp I he, 
And play at books that I have read 
Till it is time to go to bed. 

These are the hills, these are the woods. 
These are my starry sohtudes; 
And there the river by whose brink 
The roaring Uons come to drink. 

I see the others far away 
As if in fireUt camp they lay, 
And I, hke to an Indian scout, 
Around their party prowled about. 

So, when my nurse comes in for me, 
Home I returned across the sea, 
And go to bed with backward looks 
At my dear land of Story-books. 



The Mountain and the Squirrel 

Ralph Waldo Emerson 

The mountain and the squirrel 

Had a quarrel. 

And the former called the latter "Little Prig. 

Bun rephed: 

"You are doubtless very big; 



THIRD GRADE 51 

But all sorts of things and weather 

Must be taken in together 

To make up a year 

And a sphere; 

And I think it no disgrace 

To occupy my place. 

If I'm not so large as you, 

You are not so small as I, 

And not half so spry. 

I'll not deny you make 

A very pretty squirrel track; 

Talents differ; all is weU and wisely put; 

If I cannot carry forests on my back 

Neither can you crack a nut!" 

The Barefoot Boy 

John Greenleaf Whiitier 

Blessings on thee, Uttle man, 
Barefoot boy, with cheek of tan! 
With thy turned-up pantaloons 
And thy merry whistled tunes; 
With thy red lip, redder still 
Kissed by strawberries on the hill; 
With the sunshine on thy face, 
Thi-ough thy torn brim's jaunty grace; 
From my heart I give thee joy, — 
I was once a barefoot boy ! 
O for boyhood's painless play, 
Sleep that wakes in laughing day. 
Health that mocks the doctor's rules. 
Knowledge never learned in schools. 
Of the wild bee's morning chase. 
Of the wild-flower's time and place, 
Flight of fowl and habitude 
Of the tenants of the wood; 
How the tortoise bears his shell, 
How the woodchuck digs his cell, 
And the ground mole sinks his well; 
How the robin feeds her young. 
How the oriole's nest is hung; 
Where the' whitest lihes blow. 
Where the]_freshest berries grow, 
Where°the*ground-nut trails'its vine. 
Where' the" wood-grape's clusters shine; 
For, eschewing books and tasks, 
Nature answers all he asks; 
Hand in hand with her he walks. 
Face to face with her he talks, 
Part and parcel of her joy, — 
Blessings on the bai'efoot boy! 

Child's Evening Prayer 

Sabine Baring-Gould 

Now the day is over, 

Night is drawing nigh, 
Shadows of the evening 

Steal across the sky. 

Now the darkness gathers. 

Stars begin to peep, 
Birds and beasts and flowers 

Soon will be asleep. 



52 STATE MANUAL AND COURSE OF STUDY 

Through the long night-watches 

May thine angels spread 
Their white wings above me, 

Watching round my bed. 

When the morning waken<», 

Then may I arise 
Pure and fresh and sinless 

In Thy holy eyes. 

The Lost Doll 

Charles Kingsley 

I once had a sweet little doll, dears, 

The prettiest doll in the world; 
Her cheeks were so red and so white, dears, 

And her hair was so charmingly curled. 
But I lost my poor little doll, dears. 

As I played on the heath one day; 
And I cried for her more than a week, dears, 

But I never could find where she lay. 

I found my poor little doll, dears, 

As I played on the heath one day; 
Folks say she is terribly changed, dears. 

For her paint is all washed away, 
And her arms trodden ofT by the cows, dears, 

And her hair not the least bit curled; 
Yet for old sake's sake, she is still, dears, 

The prettiest doll in the world. 

The above may be supplemented by poems printed in previous editions of the Course 
of Study and by such poems as,. The Fovmtain, James R. Lowell; Don't Give up, Phoebe 
Gary; In School Days, John G. Whittier; Village Blacksmith, Henry W. Longfellow; 
Afternoon in February^ Long-fellow; The Months, Sara Coleridge; Marjorie's Ahnanac, 
T. B. Aldrich. 

Arithmetic , 

(See Appendix.) 
Required work. 
Addition. 
Subtraction. 
Multiplication tables as far as 9 X 9. 

If the work of the previous grades has been rightly carried on, there will be a tendency 
to look at things, to handle them, to compare them, and to express freely what is discovered. 
Continued growth requires continued fostering of this disposition. The mind that is not 
exercised in observing and comparing loses power to picture conditions and to see things 
as they are. Gromng power to judge involves continued sensing, imaging and expressing. 

The work in elementary mathematics should put the learner in possession of the simple 
relations by means of which the relations beyond the range of preception may be indirectly 
established. The possession of simple relations does not grow out of the expression of 
relations, nor out of the observation of one or two things, but out of jnany exper-'ences 
in which the relations are felt as stated in the first grade. By exercising ourselves upon 
things which he within the range of sense, we obtain the relations of things which lie be- 
yond. Economic work implies the quickening of the faculties in all fines of effort. Train 
the senses to act quickly and correctly. Doing then follows naturally. 

Drill work in visualizing should be a means of increasing mental power by training the 
eye to quickness and accuracy, and the mind to attend closely and image vividly. Too 
much stress cannot be laid iipon accurate and rapid work in fundamental operations, 
accomplished only by drill in visualizing. Stress is placed upon fundamental combinations 
and processes. These must be thoroughly mastered, as they constitute the foundation 
upon which the entire superstructure of mathematics rests. 

Continue and enlarge on all ratio work of second grade. 



THIRD GRADE 53 

Ratios of time: 
1. Draw lines representing 2 mo., 4 mo., 6 mo., 8 mo., 10 mo., 1 year. 



2. Point to the different lines and tell what each represents. 

3. Tell all you can about the relations of these periods of time. 

4. Each line represents what part of a year? 

5. Make sentences like this: The sum of 2 mo. and 4 mo. equals 6 mo. 

6. What is the relation of 2 mo. to each of the other periods of time? Of 4 mo.? Of 
6 mo.? Of 8 mo.? Of 10 mo.? Of 1 yr.? 

7. How many 6 mo. in a yr.? How many 4 mo.? How many 3 mo.? How many 2 mo.? 

8. 6 mo. equals what part of a year? 4 mo. equals what part of a year? 2 mo. equals 
what part of a year? 

9. What equals ^ year? ^ yr.? | yr.? | yr.? f yr.? f yr.? 

10. Make sentences like this: 2 is the relation of 4 mo. to 2 mo.; of 8 mo. to 4 mo. 

11. 3 is the relation of what to 2 mo.? Of what to 4 mo.? 

12. I is the relation of what to 1 year? Of what to § year? 

13. If a boy Uves in a city 10 mo., what part of the year does he live in the country? 

14. The rent of a house for 3 mo. is $100. How many hundred dollars is the rent for 

15. Willie spent | of a year with his aunt in Bo.ston. How many months did he spend 
there? 

16. Cover the lines and review. 

1. What is the ratio of 1 yi*. to 2 mo.? To 2 X 2 mo.? To 3 X 2 mo.? To 4"X 2 
mo.? To 5 X 2 mo.? 

2. Fred puts an equal amount of money into his bank every month. At the end of the 
year he will have how many times as much as at the end of 6 mo.? As at the end of 3 mo.? 

3. If he saves $| a month, how many $1 will he save in 1 yr.? How many dollars? 

4. If Fanny reads a book every month, how many does she read in f of a year? 

5. f of a year equals how many times 4 mo.? 

The money a man earns in 8 mo. equals how many times the money he earns in § of 
a year? 

6. If you attend school 10 months of a year, how many months' vacation do you have? 

7. How many more months of school than of vacation? 

8. 2 mo. equals what part of 10 mo.? 6 mo. equals what part of 10 mo.? 

9. Frank lived in St. Louis 4 mo., which equals | of the time he lived in Chicago. How 
long did he hve in Chicago? 

10. Lucy is 10 yr. old and Carrie 4 yr. Lucy is how many years older than Carrie? 
Carrie is how much younger than Lucy? In how many years will Carrie be as old as Lucy 
now is? 

In the same manner treat the following: 

Ratios of time — using the clock and then drawing lines to represent 24 lu-., |, j, and 
f of 24 hrs. 

Ratios of length — using the yard and foot. 

Ratios of weight — using the pound and § lb., J lb., | lb. 

Ratios of value — • using moneys of different value. 

Ratios of volume — pint, quart, gallon, peck, bushel. 

Ratios of triangles and rectangles — draw large diagram on blackboard. 

Ratios- — imaging. 

6 12 18 24 30 36 42 48 54 60 66 72 

123456789 10 11 12 
6 is the ratio of 6 to 1; of 12 to 2; etc. 

This should be carried on to —I is the ratio of 9 to 81. 

Simple, necessary relations are easily perceived and fixed by use. Good teaching induces 
through varied activities the clear, elementary ideas which make possible correct and 
rapid judgments in more complex work. 



54 STATE MANUAL AND COURSE OP STUDY 

Review all combinations learned in second grade. In visualizing do not give the child 
more than he can assimilate. Constant drill is the only means of accompUshing the de- 
sired results. 

The work of the third year includes the mastery of the process of addition and sub- 
traction, using simple combinations but always working for accuracy and rapidity. The 
multiplication tables as far as 9 X 9 should be a part of each child's consciousness. First 
develop the tables by use of blocks, rectangles, etc. Then drill each day until they be- 
come thoroughly fixed in the child's mind. The ratio work given above, using objects, 
blocks, measures of length, volume, and value, will be the beginning of division and frac- 
tions. VisuaUzing and drill will make the pupil correct and rapid. At the end of the 
third year, children should be able to give rapidly answers to examples hke the following: 

Subtraction 

562 830 932 

278 678 G96 





Addition 




64 


86 


95 


76 


47 


30 


82 


38 


47 


55 


12 


65 



Geography 

(See Appendix.) 
FALL 

1. Introduction to the study of seasons; from the opening of school to about September 

23, the autumnal equinox. 

(1) Several lessons on the relation of changing seasons to the Ufe of the pui)il.s; their 

games as influenced by seasons; their food and clothing at different seasons. 

(2) Effect of changing seasons upon the occupations of their parents; first bring out 

what the children ah-eady know; then stimulate them to look about them 
and discover what people are doing because winter is approaching. 

(3) Effect of changing seasons upon animal Ufe; first what the children already know, 

then observations to discover how various animals prepare for winter, such as 
thicker fur, storing up of food, building of houses, etc. Study the migration 
of birds; what birds stay all winter; what ones migrate, etc. 

(4) Effect of changing seasons upon vegetation; again bring out what the children 

already know, then set them to observing vegetation to find more about the 
effect of seasons upon vegetation; such as the trees that lose their leaves in 
winter, those that are evergreen, the first to tm-n red in autumn, etc.; all of 
the observations suggested above to be carried throughout the year. 

2. Observation of the sun's apparent path across the sky; time and direction of sunrise 

and sunset, length of day and night, noon angle of the sun above the southern horizon 
on the autumnal equinox. After these observations have been made call frequent 
attention as the weeks go by to where the sun is rising, setting and where it is at 
noon so as to bring out that the days are getting longer, the nights shorter and the 
sun's rays more slanting. 

3. Observation of weather changes; the object is to discover how changing direction of the 

wind causes weather changes; what winds give us warm weather with clouds and rain; 
what winds give us clear or clearing weather with low temperatures; what winds 
give the heaviest snowfall. Keep a weather chart. 

4. Study of the maps of the schookoom, school grounds, and school district. Be sure in 

the use of these maps that pupils do not use symbols on the maps until they know 
well the things for which the symbols stand. Drill on the telling of directions from 
the map, the use of scale, etc. When trips are taken to some valley or hill, delta, 
etc., be sure to take the map of the region along, making frequent stops for the pupils 
to point out where they are on the map. 

5. Study of the land and water forms of the district; find and visit examples of valley, 

hill, slope, divide, plain, alluvial fan, delta, flood plain, creek, river, etc. Do not 
teach the definitions of these terms. Let the pupils make their own definitions 
if they are needed. All that is needed is that pupils shall know a delta when they 
see one or imagine one when they hear the name. There is no more need for their 
defining a river, alluvial fan, hill, etc., than there is for defining an automobile or a 
street car. If these land and water forms do not occur in the district they may be 
taught by means of pictures. 



THIRD GRADE 55 

Study of the occupations of the school district: 

(1) Agriculture — -Why necessary, the gathering of crops, chief crops raised in the 

district, crops and soils, uses made of these crops by the farmer, what he does 
with his surplus after his own wants are supplied. 

(2) Commerce — -Where does the farmer go to find a market for his surplus products; 

why not sell them to his neighbors; show how commerce grows out of needs 
and wants of people which in turn arise out of differences of occupations; 
necessity for transportation, value of good roads, chief exports and imports of 
the district. 

(3) Manufacturing — Why necessary, need of power, machinery, labor, raw material. 

Study the threshing machine or clover huUer when it visits the district, and 
any other forms of manufacturing in the district. 



1. Observational work on changing seasons. — Watch their effect upon the occupation of the 

people, animals, and vegetation continued. Try to bring out how the shorter days, 
longer nights and more slanting rays of the sun cause winter to be colder than autumn. 
Do not tell the children this but lead them to discover it. Call attention to the 
winter occupations of the farmer, especially the commercial side of his hfe, the hauling 
of wood, hay, etc., to town. 

2. World relations or comparative home geogi-aphy. — There are many things that the 

children need to know for which the home region furnishes no good examples that 
can be studied by observation. These are to be brought out in the study of other 
regions by means of descriptions and pictures. The following and other regions 
are to be studied also to give meaning to the symbols on the globe when they are 
studied in the next grade. Read the Appendix carefully on this point. The follow- 
ing list of regions are only suggestive. Other regions may be added but the observa- 
tional work for the term should not be neglected. 

(1) Life in cold regions, Greenland and the Esquimaux. 

(2) Life in mountains, Switzerland. 

(3) Life in lowlands, Holland. 

(4) Life in deserts, Sahara, Central Asia. 

(5) Life in semi-arid regions, irrigation, etc., California and western United States. 

(6) Life on great grass lands, Austraha, Argentina. 

(7) Life in tropical rain forests, Amazon valley. 

(8) Life along sea coasts, Norway. 

(9) Life in China or Japan. 

(10) Life of miners, coal in Pennsylvania, or iron in Michigan. Use pictures freely 
to illustrate these regions. Emphasize how differently people Uve in different 
regions because the environment is different. Do not use maps in this grade 
to show where these regions are. This work is in preparation for the use 
of the globe and map in the next grade. Say that these countries are in 
Europe or Asia on the other side of great bodies of water knowTi as the Atlantic 
or Pacific ocean. Some of the above work may extend over into the spring 
term. 

SPRING 

1. Observational work upon season and weather continued. — Summarize the result of the 

year's study of the sun's apparent paths across the sky, bringing out why summer 
is warmer than winter and why the seasons change. 

2. Continue and extend the map of the local region putting in streams, hills, roads, build- 

ings, etc. 

3. Especial emphasis should be placed upon the work of running water at this time of the 

year; how it cuts gulhes and valleys, carries heavy loads of mud and sand, forming 
deltas in mud puddles, aUuvial fans at the base of steep slopes. Show the children 
that the surface of the land is not fixed and unchanging, but is slowly modified by 
various forces. 

4. Make also a special study of the work of the farmer at this season. Study soils while 

the fields are being plowed in the spring, heavy soils, Ught soils, muck soils, the origin 
of soils by the weathering of rocks, the relation of the soils to the crops planted ; why 
crops must be fertilized, cultivated, etc. 



FOURTH GRADE 

Reading — Basal reader and supplementary Language — Oral 
reading. 

Arithmetic — Oral. Complete combina- 
Spelling — Textbook. tions and tables; teach funda- 

mental processes. 
Writing — See Appendix. 

Geography — Textbook. 

Textbooks — Reader, speller and geography. 
Reading 

(See Third Grade Reading.) 

Phonics 

Apply the phonic knowledge gained in the previous grades. Teach the pupils how to 
use the dictionary. 

Spelling 

A spelling book may well be introduced in this grade. Continue to spell words from the 
sources given under Material in third grade spelling. 

Writing 

The simple movement drills given in the outline should be fau'ly well mastered in this 
gi'ade. The capitals should be written with freedom and a fair degree of speed. Give the 
pupils special drills on writing their names, and difficult letters and joinings. 

As the written work increases, so will bad habits if pencils are entirely used. Encourage 
the use of the pen for all written work, and in some cases insist on its exclusive use. No 
progress will be made if the teacher accepts careless work. Follow methods for preceding 
grades. The writing in this grade should be smaller than that of the third grade, about 
standard size. 

Language 

(See previous grades.) 

In this grade pupils may reasonably be expected to be able to relate an incident, teU a 
story, or describe an object interestingly and with a certain amount of discrimination 
in the selection of words. 

The children should be taught to investigate the industrial world about them, in its 
resom'ces, products, manufactm-es and commerce, and something of its machinery and how 
it is manipulated, and the various processes of manufacture. Their curiosity should 
be aroused in steam, electricity and inventions. These observations, intelligently directed, 
will yield an abundance of material for narrative and description. 

Through the directed study of hteratui-e, pupils will acquire the power of visuaUzing 
places, people and conditions. In geography, imaginary journeys, visits to other lands 
and cities, river-trips and lake-trips, will further develop the powers of visuaUzation. 
This work should lead to the acquisition of a rich vocabulary and a power of correct, fluent 
speech. 

Never allow loosely constructed, carelessly arranged sentences. Watch the tendency 
to run words into one another, or to di-op the final consonant. 



FOURTH GRADE 57 

Exercises like the following will lead to ability to discriminate in the choice of words. 
Put the word walk on the board and let the pupils make a Ust of words expressing similar 
movement, as trot, pace, strut, jog, stride, stroll, canter, etc. Make similar lists for talk, 
price, gloomy, weak, etc. 

Have poems \sTitten from memory and prose selections copied carefully. 

Name the words that best describe sounds, odors, tastes, and the different sensations. 

Through visualization and dictation exercises, teach the use of capitals and punctuation 
marks, apostrophe, quotation marks, margins and indentations. 

A suggestive list of nature stories, myths, fairy tales, history and Uterature: 

Ten Boys, Andrews. 

Story of Roland, Baldwin. 

True Story of George Washington, E. S. Brooks. 

Revolutionary Stories, Ed. Century Co. 

First Book of American History, E. E. Eggleston. 

Boy hfe of Napoleon, Eugenie Foa. 

Magna Charta Stories, Ai'thur Oilman. 

ffing Arthur and His Court, Greene. 

Story of the Thirteen Colonies, Guerber. 

Wigwam Stories, M. C. Judd. 

Jungle Book, KipUng. 

Famous Legends, E. G. Crommelin. 

Fairy Books, Arthur Lang. 

First Book of Birds, OUve Thorne Miller. 

Stories of the Bible, Margaret Sangster. 

Children of the Cold, Schawtka. 

Fanciful Tales, Stockton. 

Boys of Other Countries, Bayard Taylor. 

POEMS TO BE MEMORIZED 

September 

Helen Hunt Jackson 

The goldenrod is yellow. 

The corn is turning brown, 
The trees in apple orchards 

With fruit are bending down. 

The gentian's bluest fringes 

Ai-e curUng in the sun. 
In dusty pods the millcweed 

Its hidden silk has spvm. 

The sedges flaunt their harvest. 

In every meadow nook, 
And asters by the brookside 

Make asters in the brook. 

From dewy lanes at morning 

The grapes' sweet odors rise, 
At noon the roads all flutter 

With yellow butterflies. 

By all these lovely tokens, 

September days are here. 
With summer's best of weather. 

And autumn's best of cheer. 

A Child's Thought of God 

Elizabeth Barrett Browning 

They say that God Uves very high! 

But if you look above the pines 
You cannot see our God. And why? 



58 STATE MANUAL AND COURSE OF STUDY 

And if you dig down in the mines 
You never see Him in the gold, 
Though from Him all that's glory shines. 

God is so good, He wears a fold 

Of heaven and earth across His face — - 
Like secrets kept, for love, untold. 

But still I feel that His embrace 

SUdes down by thrills, through all things made, 
Through sight and sound of every place; 

A if my tender mother laid 

On my shut hds, her kisses' pressure, 

Half waking me at night; and said, 

"Who kissed you through the dark, dear guesser?" 



The Miller of the Dee 

Charles Mackay 

There dwelt a miller hale and bold, 

Beside the River Dee; 
He wrought and sang from morn to night. 

No lark more blithe than he; 
And this' the burden of his song 

Forever used to be, — 
"I envy nobody, no, not I, 

And nobody envies me!" 

"Thou'rt wrong, my friend," said old King Hal, 

"Thou'rt wrong as wrong can be; 
For could my heart be light as thine, 

I'd gladly change with thee. 
And tell mc now what makes thee sing 

With voice so loud and free, 
While I am sad, though I'm the king, 

Beside the river Dee?" 

The miller smiled and doff'd his cap: 

"I earn my bread," quoth he; 
"I love my wife, I love my friends, 

I love my children three; 
I owe no penny I cannot pay; 

I thank the river Dee, 
That turns the mill that grinds the corn, 

To feed my babes and me." 

"Good friend," said Hal, and sigli'd the while, 

"Farewell! and happy be; 
But say no more, if thou'dst be true, 

That no one envies thee. 
Thy mealy cap is worth my crown, — 

Thy mill my kingdom's fee! — 
Such men as thou art England's boast, 

O miller of the Dee!" 



FOURTH GRADE 69 

The Sandpiper 

Celia Thaxter 

Across the lonely beach we flit, 

One Uttle sandpiper and I; 
And fast I gather, bit by bit, 

The scattered driftwood, bleached and dry. 
The wild waves reach their hands for it. 

The wild wind raves, the tide runs high, 
As up and down the beach we flit, — 

One Uttle sandpiper and I. 

Above our heads the sullen clouds 

Scud black and swift across the sky; 
Like silent ghosts in misty shrouds 

Stand out the white hghthouses liigh. 
Almost as far as eye can rca(;h 

I see the close-reefed vessels fly, 
As fast we flit along the beach, — 

One little sandpiper and I. 

I watch him as he skims along 

Uttering his sweet and mournful cry; 
He starts not at my fitful song. 

Nor flash of fluttering drapery. 
He has no thought of any wrong; 

He scans me with a fearless eye; 
Stanch friends are we, well tried and strong, 

The Uttle sandpiper and I. 

Comrade, where wilt thou be to-night 

When the loosed storm breaks furiously? 
My driftwood fire will burn so bright! 

To what warm shelter canst thou fly? 
I do not fear for thee, though wroth 

The tempest rushes through the sky; 
For are we not God's children both. 

Thou, little sandpiper, and I? 



Jack Frost 

Hannah Flagg Gould 

The Frost looked forth, one stiU, clear night, 
And whispered, "Now I shaU be out of sight; 
So tlu-ough the valley and over the height. 

In silence I'll take my way; 
I will not go on with the blustering train, 
The wind and the snow, the hail and the rain. 
Who make so much bustle and noise in vain, 

But I'll be as busy as they." 

Then he flew to the mountain and powdered its crest; 
He Ut on the trees, and their boughs he dressed 
In diamond beads — and over the breast 

Of the quivering lake he spread 
A coat of mail, that it need not fear 
The downward point of many a spear 
That hung on its margin far and near, 

Where a rock could rear its head. 



60 STATE MANUAL AND COURSE OF STUDY 

He went to the windows of those who slept, 
And over each pane, Mke a fairy, crept; 
Wherever he breathed, wherever he slept, 

By the light of the moon were seen 
Most beautiful things — there wore flowers and trees; 
There were bevies of birds and swarms of bees; 
There were cities with temples and towers, and these 

All pictured in silver sheen! 

But he did one thing that was hardly fair; 
He peeped in the cupboard, and finding there 
That all had forgotten for him to prepare — 

"Now just to set them a-thinking, 
I'll bite this basket of fruit," said he, 
"This costly pitcher I'll burst in three. 
And the glass of water they've left for me 

Shall 'tchich!' to tell them I'm drinking." 

The ChildrcA's Hour 

Henry Wadsworth Longfellow 

Between the dark and the dayUght, 
When the night is beginning to lower, 

Comes a pause in the day's occupations 
That is known as the Children's Hour. 

I hear in the chamber above me 

The patter of httle feet. 
The sound of a door that is opened, 

And voices soft and sweet. 

From my study I see in the lamphght, 
Descending the broad haU stair. 

Grave AUce and laughing Allegra, 
And Edith with golden hair. 

A whisper, and then a silence; 

Yet I know by their merry eyes, 
They are plotting and planning together 

T(j take me by surprise. 

A sudden rush from the stairway, 
A sudden raid from the hall! 

By three doors left unguarded 
They enter my castle wall! 

They chmb up into my tm-ret, 

O'er the arms and back of my chair; 

If I try to escape, they surround me; 
They seem to be everywhere. 

They almost devour me with kisses, 
Their arms about me entwine, 

Till I think of the Bishop of Bingen 
In his Mouse-Tower on the Rhine. 

Do you think, O blue-eyed banditti, 
Because you have scaled the wall, 

Such an old mustache as I am 
Is not a match for you all? 

I have you fast in my fortress. 
And wiU not let you depart. 

But put you down into the dungeon 
In the round tower of my heart. 



FOURTH GRADE 61 

And^there will I keep you forever, 

Yes, forever and a day, 
Till the walls shall crumble to ruin, 

And molder in dust away. 

Days of the Month 

"Thirty days hath September, 

April, June, and November; 

All the rest have thirty-one 

Save February, which alone 

Has twenty-eight, but one day more 

We add to it one year in four. 

Sweet and Low 

Alfred Tennyson 

Sweet and low, sweet and low. 

Wind of the western sea, 
Low, low, breathe and blow. 

Wind of the western sea! 
Over the rolhng waters go; 
Come from the dying moon, and blow, 

Blow him again to me; 
While my httle one, while my pretty one, sleeps. 

Sleep and rest, sleep and rest; 

Father will come to thee soon. 
Rest, rest on mother's breast; 

Father will come to thee soon. 
Father will come to his babe in the nest; 
Silver sails all out of the west, 

Under the silver moon; 
Sleep,'my httle one, sleep, my pretty one, sleep. 

The above may be supplemented by poems printed in previous editions of ^^the Course 
of Study and by such poems as Paul Revere's Ride, Children, Daybreak, An April Day, 
Henry W. Longfellow; The Corn Song, John G. Whittier; The Old, Old Lady, H. C. Bunner; 
The Snow Song, George Cooper; The Wind in a Frolic, William Howitt; O Lady Moon, 
Christina G. Rossetti; March, William Wordsworth. 

Arithmetic 

Aim — Accuracy and rapidity. 
Required work. 

All multiphcation tables as far as 12 X 12. 

Addition. 

Subtraction. 

Multiphcation. 

Division. 

Methods for drill in abstract work. 

The teacher should write problems on the board and the children give answers. The 
drill work should be rapid. The example should be erased immediately after it is written, 
before the answer is given. The teacher should write the figures large enough to be seen 
across the room. 

All work in arithmetic depends upon the addition combinations and the multiphcation 
tables. Therefore, a portion of each recitation should be devoted to rapid drills in these. 

Subtraction. — See County Normal Manual and Course of Study, Subtraction of Integers, 
page 93. 



62 STATE MANUAL AND COURSE OF STUDY 

Mental drills: 

Visualize rapidly examples in multiplication, thus: 

467 832 533 

7 6 9 

Visualize rapidly examples in division, thus: 
6 )8735 5 )9324 

Oral thought problems involving the above processes may now be given but should 
relate to existing conditions in industrial, commercial, governmental and social life. 

Geography 

(See Appendix for general directions.) 

1. In most schools a two book series of textbooks is used. The elementary or first book 

should be taken up. Partly as a review of the work of the third grade and also to 
cover topics that may have been omitted in the third grade, the chapters preceding 
world relations or world geogi-aphy should be carefully studied. These chapters 
deal with the forms of land and water, soils, the work of running water, chmate, 
weather, commerce, industries, etc. 

2. Globe lessons — four to six weeks. When the study of the globe has been completed 

every pupil should be able to point out and name the various continents and oceans 
and some of the more important countries, seas, gulfs, rivers, etc.; tell directions 
on the globe; find latitude and longitude; use scale of the globe in finding distances; 
know the location of the zones and something of their chmate. The portions of the 
text dealing with the earth as a globe should then be covered. 

3. Transition from globe to map. Study of North America and the United States. Em- 

phasize place geography. Cultivate the atlas or map habit. Use outhne or base 
maps to fix in the pupil's mind the location of places. Bring out the relation of life 
to environment; what the people do and why, how they live and wliy. Supplement 
the text by out-of-door observations, storic^s, pictures, supplementary readers. 



FIFTH GRADE 

Reading — Basal reader. Language — Textbook. 

Spelling — Textbook. Arithmetic — First book. 

Writing — See Appendix Geography — Textbook. 

Textbooks— ] branches as above. 

Reading 

Purpose— (a) To perfect oral expression, (b) To gain knowledge and to cultivate a 
taste for good literature. 

Up to this time the main object has been to teach to read, but the work of the fifth grade 
should be more comprehensive and assume more of a hterary character. Study carefully 
all the selections in the reader, noting important historical and rhetorical allusions. 

SUPPLEMENTARY READING 

The work suggested in the fomtli grade should be continued, adding biography of great 
Americans. 

Noted authors may be studied in a hmited way; when, where and how they lived. If 
possible, some of their important works should be discussed. 

Note. — PupiLs should be encouraged to make free use of the dictionary. For convenience have a 
dictionary shelf from which the booli is seldom taken, but to which the pupils may go without special 
permission. 

Spelling 

No one method can be said to be the only one. Use of words in sentences should form 
one of the important parts of the work. Theii- meaning, derivation and growth should 
also receive attention. It is not to be understood from this that every new word should 
be thus studied, but enough such work should be done to give pupils a taste for it. 

Most of the spelhng should be wTitten. Oral spelhng may be used about twice a week 
for review and drills in pronunciation and articulation. In such work insist that every 
word be correctly pronounced and clearly enunciated. Indeed, make this a featm-e of 
all oral spelhng. If this is difficult, pupils should for a time be required to pronounce 
each syllable. The teacher should be sure of her own pronunciation. She should never 
distort a word to assist in its spelhng. Words should be pronounced but once and but 
one trial be allowed. Make this rule invariable. A pupil should pronounce the word to be 
spelled before spelling. 

Give special driU upon hard words and the pronunciation of those ordinarily mis- 
pronounced. 

Writing 

Correct habits of position should be fixed by the time the pupil reaches this grade so 
that the teacher and pupil may be able to give their entire attention to movement, form 
and speed. 

At the begiiming of the year, take up the exercises as outlined, and follow them quite 
closely. While repetition is important, do not allow random, shp.shod practice. Speed 
tests may be given occasionally. Read carefully the instructions for the preceding grades, 
and "Writing, General Information" given in Appendix. 



64 STATE MANUAL AND COURSE OF STUDY 

Language 

This outline includes work forthe sixth grade. 

In these grades the pupils should be required to understand and use intelligently the 
words common to the literature of the grades. They should have developed some power 
of discrimination and niceness of choice in the use of words and in their literary taste. 

The work will consist largely of description, stories, poems, narratives, imaginary 
journeys, original stories, biographies, book reviews and oral compositions on familiar 
subjects as well as subjects of which they have read and heard. 

The descriptions will differ from those of preceding grades in being more definite, concise, 
technical and complete, and will show a better development of the imagination. 

Continue the descriptions of various sensations. 

The drills on verb-forms and correct use of words in sentences of the every day vernacular 
should be constant. 

Imaginary journeys may be made most interesting and instructive if the pupils are 
encouraged to collect railroad guides and geographical information as well as general 
knowledge of the places visited, and the country passed through. Sm-face, soil, products, 
character of the people, cUmate and conditions, — social, industrial and economic — are 
to^be included. 

The original story may be developed in various ways. In the impersonation of objects, 
characters, and even elements, as the wind, the water, the sea, the river, etc., a beginning 
is made. 

Tell an interesting story to the climax, — ^be sure to select such stories as reach an interest- 
ing climax, — and let the pupils finish the story with an ending of their own invention. 

Book reviews should consist of extracts from books read or description of characters. 

A full narration of a book read is seldom desirable. 

Oral compositions on famihar subjects should be short and complete. Descriptions 
of places visited, scenes witnessed, sports, — as a ski tournament, a basket-ball game, a 
race, a foot-ball game, — anything which has interested the child, will be found good material. 

In both fifth and sixth grades, American history stories should be made the basis for 
oral work. Biographical stories of men who have been most closely connected with the 
development of the state and nation should be given. 

Develop business forms, business letters and letters of invitation and acceptance or 
regret. 

SUGGESTED STORIES 

Stories Mother Nature Told, Andi-ews. 
Century Book of American Colonies, E. S. Brooks. 
Story of the Golden Age, Baldwin. 
Indian Stories, F. S. Drake. 
Story of the Enghsh, Guerber. 
Story of the Greeks, Guerber. 
Story of the Romans, Guerber. 
Little Journeys to Other Lands, Marian George. 
Uncle Remus, J. C. Harris. 
Little Mr. Thimblefinger, J. C. Harris. 
Story of Aaron, J. C. Harris. 
Aaron in the Wild wood, J. C. Harris. 
Story of the Rhinegold, A. A. Chapin. 
Fairy Books, Andi-ew Lang. 
Animal Story Book, Andrew Lang. 
Adventures of Ulysses, Lamb. 
Heroes Every Child Should Know, H. W. Mabie. 
Little Folks in Feathers and Furs, Olive Thorne Miller. 
. Historical Tales, Charles Morris. 
King Arthur, Charles Morris. 
FamiUar Animals, Monteith. 
Heart of Oak, C. E. Norton. 
King of the Golden River, Ruskin. 
Old Indian Legends, Zitkala Sa. 
Wild Animals I Have Known, E. Thompson Seton. 
Lives of the Hunted, E. Thompson Seton. 
True Story of Abraham Lincoln, E. S. Brooks. 



FIFTH GRADE 65 

POEMS TO BE MEMORIZED 

Abou Ben Adhem 

Leigh Hunt 

Abou Ben Adhem (may his tribe increase!) 

Awoke one night from a deep dream of peace, 

And saw, within the moonUght in his room, 

Making it rich, and hke a hly in bloom. 

An angel wi-iting in a book of gold; 

Exceeding peace had made Ben Adhem bold. 

And to the presence in the room he said, 

"What vtTitest thou?" — The vision raised its head. 

And with a look made of all sweet accord. 

Answered, "The names of those who love the Lord." 

"And is mine one?" said Abou. "Nay, not so," 

Replied the angel. Abou spoke more low, 

But cheerily still; and said, "I pray thee then. 

Write me as one that loves his fellow-men." 

The angel wrote and vanished. The next night 

It came again, with a great wakening light. 

And showed the names whom love of God had blessed. 

And lo! Ben Adhem' s name led all the rest. 

Today 

Thomas Carlyle 

So here hath been dawning 

Another blue day: 
Think, wilt thou let it 

Slip useless away. 

Out of Eternity 

This new day was born; 
Into Eternity, 

At night, wiU return. 

Behold it aforetime 

No eye ever did; 
So soon it forever 

From all eyes is hid. 

Here hath been dawning 

Another blue day : 
Think, wilt thou let it 

Slip useless away. 

The Arrow and the Song 
Henry W. Longfellow 

I shot an arrow into the air. 
It fell to earth, I knew not where; 
For, so swiftly it flew, the sight 
Could not follow it in its flight. 

I breathed a song into the air. 
It fell to earth, I knew not where; 
For who has sight so keen and strong 
That it can follow the flight of song? 



66 STATE MANUAL AND COURSE OP STUDY 

Long, long afterward, in an oak 
I found the arrow, still unbroke; 
And the song, from beginning to end, 
I found again in th? heart of a friend. 

Good Morning 

Robert Browning 

The year's at the Spring, 
And day's at the morn; 
Morning's at seven; 
The hillside's dew-pearled; 
The lark's on the wing; 
The snail's on the thorn; 
God's in his heaven — 
All's right with the world. 

October's Bright Blue Weather 
Helen Hunt Jackson 

O suns and skies and clouds of Juno, 
And flowers ( f June together. 

Ye cannot rival for one hour 
October's bright blue weather; 

When loud the bumblebee makes haste. 
Belated, thriftless, vagrant. 

And goldcnrod is dying fast. 

And lanes with grapes are fragrant; 

When gentians roll their fringes tight 
To save them for the morning. 

And chestnuts fall from satin burrs 
Without a sound of warning; 

When on the ground red apples lie 
In piles like jewels shining. 

And redder still on old stone walls 
Ai'e leaves of woodbine twining; 

When all the lovely wayside things 
Their white-winged seeds are sowing 

And in the fields, still green and fair, 
Late aftermaths are growing; 

Wlien springs run low, and on the brooks. 

In idle golden freighting. 
Bright leaves sink noiseless in the hush 

Of woods, for winter waiting; 

O suns and skies and flowers of June, 
Count all yoiu" boasts together, 

Love loveth best of all the year 
October's bright blue weather. 

Christmas Everywhere 

Phillips Brooks 

Everywhere, everywhere, Christmas tonight! 
Christmas in lands of the fir-tree and pine, 
Cliristmas in lands of the palm-tree and vine, 
Cliristmas where snow peaks stand solemn and white, 
Christmas where corn-fields lie sunny and bright! 



FIFTH GRADE 67 

Christmas where children are hopeful and gay, 
Chi'istmas where old men are patient and gray; 
Christmas where peace, like a dove in its flight. 
Broods o'er brave men in the thick of the fight; 
Everywhere, everywhere, Christmas tonight. 

For the Christ Child who comes is the master of all; 
No palace too great and no cottage too small. 

Out in the Fields 

Elizabeth Barrett Browning 

The little cares that fretted me, — 

I lost them yesterday 
Among the fields above the sea. 

Among the winds at play. 
Among the lowing of the herds. 

The rustUng of the trees. 
Among the singing of the birds. 

The humming of the bees. 

The foolish fears of what might happen, — 

I cast them all away 
Among the clover-scented grass. 

Among the new-mown hay. 
Among the husking of the corn 

Where drowsy poppies nod, 
Where ill thoughts die and good are born, — 

Out in the fields with God. 

Sky-Born Music 
Ralph Waldo Emerson 

Let me go where'er I will, 
I hear a sky-born music still. 

It is not only in the rose. 

It is not only in a bird. 
Not only where the rainbow glows, 
Nor in the song of woman heard; 

But in the darkest, meanest things, — - 

There always, always, something sings. 

A Song in the Night 

George Macdonald 

A brown bird sang on a blossoming tree. 
Sang in the moonshine, merrily. 

Three little songs, one, two; and three, 

A song for his wife, for himself, and me. 

He sang for his wife, sang low, sang high, 
Filling the moonhght that fiUed the sky; 

"Thee, thee, I love thee, heart alive. 

Thee, thee, and thy round eggs five." 

He sang to himself, "What shall I do 

With this life that thrills me through and through? 

Glad is so glad that it turns to ache. 

Out with it, song, or my heart will break." 



68 STATE MANUAL AND COURSE OF STUDY 

He sang to me, " Man, do not fear. 

Though the moon goes down and the dark is near; 

Listen to my song and rest thine eyes; 

Let the moon go down that the sun may rise." 

The above may be supplemented by such poems as, The Singer, John Gi'eenleaf Whittier; 
Landing of the Pilgrims, Mrs. Hemans; I Remember. I Remember, Thomas Hood; Concord 
Hymn, R. W. Emerson. 

Arithmetic 

Required work. 

Review. 
Drill. 

Notation and numeration. 
Addition and subtraction. 
MultipUcation and division. 
New work. 
Long division. 
Factoring. 
Fractions. 
Common. 
Cancellation. 
Decimals. 

This Course of Study contemplates two books on this subject. The first is now put into 
the hands of the pupils. If the work of previous grades as outlined has been thoroughly 
mastered, in this grade pupils will complete the book in one year. 

In this grade begins the work in arithmetic proper. Heretofore the effort has been to 
acquaint the pupil with quantities and their relations, mathematical phraseology, mathe- 
matical facts, such as the combination of digits by the four fundamental processes, ad- 
dition, subtraction, multiphcation and division. Now the pupil is to swing from the 
sense work with small concrete numbers to abstract work with larger numbers, from the 
specific to the general. Before he proceeds he must know with certainty the following: 

First. All the combinations of any two digits. 

Second. The product of any two numbers up to 12 X 12. 

Third. How to add columns of figures with absolute certainty. 

Indicate examples in division by the various methods of indicating division, as V or 24 :6, 
using no one of these to the exclusion of the others. This will prepare the pupils to under- 
stand the meaning of fractions and ratio long before they reach those subjects in their 
work. 

NOTATION AND NUMERATION 

The study of these should aim at rapidity, so that pupils write or read without hesitation 
numbers of four periods, knowing the names of these periods and the orders in the periods. 
Give frequent practice in reading and wi'iting numbers. 

ADDITION AND SUBTRACTION 

This will consume but Mttle time for pupils should have had much drill in previous 
grades. Allow no counting on fingers or by marks. Aim at speed and accuracy. 

MULTIPLICATION AND DIVISION 

This work should complete all the drill that should ever be necessary for pupils. Give 
enough examples to secure accuracy and rapidity. Remember to test thoroughly the 
pupil's knowledge of multiphcation tables. If they show any forgetfulness of these tables, 
review them daily in connection with the other work. 

LONG DIVISION 
(See County Normal Manual and Course of Study, Long Division, pp. 95-96.) 

FACTORING 

Make the distinction between prime and composite absolutely clear. Resolve numbers 
into composite, then prime factors. Have pupils name and write the prime factors of 



FIFTH GRADE 69 

numbers to 100, and drill until no mistakes are made in recognizing them instantly. A 
simple and easy plan is to separate a given number into two large factors, readily perceived, 
and treat these similarly. Thus: 72 = 9 X 8; 9= 3 X 3, and 8 = 2 X 2 X 2. Then 
72 = 3X3X2X2X2. Review thoroughly ahquot parts of 100. 

This will be of great service to pupils in many parts of their subsequent work. 

FRACTIONS 

Addition, subtraction, multiphcation and division. This work cannot be done too 
thoroughly. Give much drill on reduction of mixed numbers to improper fractions and 
the reverse. 

Continue teaching relations of quantity and number; e. g., 

1. What is the relation of 4 to 12? Ans., i^o (read V* of 4) or ^. 

What is the relation of 6 apples to 18 apples? 12 oranges to 6 oranges? 8 books to 
2 books? 5 books to 8 books? 9 to 12? 7 to 12? 

2. Introduce cancellation; e. g., If 8 books cost 16c, what will 5 books cost? 

2 

Stated: ll^ _ jn 

3. (a) If I of a ton of hay cost $12, what will J of a ton cost? (b) 1 ton? (c) 2^ 
tons? 

$12 

J ton cost I of $12— Stated: (a) (read i of $12.) 

3 

$12 4X$12 

1 ton cost 4 X Stated : (b) . 

3 3 

2| tons cost I X etc.— Stated and solved: (c) ^"^^^^^ = $40. 

4. § of a gallon of oil costs 10c. What will 5| gallons cost? 

5. 4 acres of land cost $220. What is the cost of 5 acres? 6 acres? 8 acres? 

(Note the relation of 4 to 5, 4 to 6, 4 to 8.) 

6. What is the relation of f to i'? Of f to f ? 

7. If I of a pound of tea cost 20c, what will i] of a pound cost? 

Do not give a few of these problems, but many, until certain that pupils understand 
the principles so well that they will not be forgotten. Repetition is the teacher's brand- 
ing iron. 

Review principles of division and apply to operations on fractions. Completion and 
review of common and decimal fractions. 

In decimals there is notliing new to learn except placing the decimal point. Give this 
special attention. 

Suggestions: — Send class to the board and dictate examples in multiplication: as 
"Multiply 12.568 by 26.769. How many places to point off in the product?" Do not 
wait for pupils to perform the operation, but simply to discover the number of places to 
point off. »-.y 

In division teach to place the point ivhen the proper quotient is found. 



70 STATE MANUAL AND COURSE OF STUDY 

DEVICE 

Teach the principle that division of numbers with hke denominators gives a whole num- 
ber for quotient. 

Hook together the right hand figure of the divisor and the corresponding figure of the 
dividend, placing decimal point in the quotient when that dividend figure is brought down 
and divided; e. g., 

(a) Divide 25.6845 by .33. 

Operation:— .33 | 25.6845 | 77.+ 

231 

258 
231 

(b) Divide 35 by .003. , , 

Operation:— .003 | 35.000 

11666. + 

(c) Reduce ^^ to a decimal. , 1 

Operation:— 16. | 1.000 | 0.0625 
E^; nation: 

16 is contained in 1, no times. Place point; in 10, no times; in 100, 6 times, and 4 
remaiifdei; in 40, 2 times, and 8 remainder; in 80, 5 times. 
When the pupils rre working decimals they should place a decimal point after evenj 
whole number that they write. 

By these simple devices pupils will, in two or three days, learn to point off accm-ately. 
This method of pcinting oft' in division of decimals is used by business men, and should 
receive attention from teaciicrs. 
In all work insist upon correct form 

Geography 

1. Elementary or first book completed. 

2. Regions to be studied. 

South America. 

Australia. 

Africa. 

Asia. 

Europe. 

3. Emphasize place geography; use base maps for review exercises to fix the location o 

places. Give the most time and attention to Europe. 



SIXTH GRADE 

Reading — Basal reader. Arithmetic — Second book from he;^inning 

tlirough decimals j<i.d dc- 
Spelling — Speller. nominate numbers. 

Writing — See Appendix. Geography — Second book. 

Language — Language book. Hygiene — Textbook. 

Textbooks — In branches as above. 

ALTERNATION 

In schools having but one teacher the number of recitations may be lessened by com- 
bining certain classes. It is not necessary to make two classes in the second book in 
geogi-aphy. In case there are both sixth and seventh grades, let the sixth gi-ade do seventh 
grade work, completing latter part of geography in sixth year. Then the following year 
have this gi-ade (now the seventh) do sixth gi-ade work, completing first half of book with 
the new sixth grade. 

Reading 

In the sixth, seventh and eighth grades the attention should be divided between punctua- 
tion and hterary contents with special reference to the ingenuity of those devices of style 
that are used to produce a strong impression on the reader. As hterary study is the highest 
phase of reading work, its prominence should increase with each succeeding grade. 

SUPPLEMENTARY READING 

A great deal of supplementary reading should be given. The selections should be easy, 
never more difficult than the grade reader. 

History stories. Biographical. The ordinary elementary history is suitable for this 
work. 

Systematic study of classics may now be commenced. The following course is suggested 
for the sixth, seventh and eighth grades: 

Sixth gi-ade.- — Legend of Sleepy Hollow; The Huskers; Grandfather's Chair; We are 
Seven; Hiawatha; Rip Van Winkle; Pied Piper of Hamehn. 

Seventh and eighth grades. — Tanglewood Tales; Dicken's Christmas Carol; Snow- 
Bound; Among the Hills; Evangeline; The Chambered Nautilus; Launching of the Ship; 
Courtship of Miles Standish; The Great Stone Face; To a Waterfowl; Lady of the Lake; 
The Vision of Sii- Launfal. 

Spelling 

(a) Continue the same plan of work as in the fifth grade. 

(b) Introduce some elements of orthography. 

1. Teach vocals, subvocals, aspirates. 

2. Classify letters representing the above sounds. 

3. Teach syllabication. 

4. Study all ordinary abbreviations. 



72 STATE MANUAL AND COURSE OF STUDY 

Writing 

The methods and practice for tliis, and the following grades are practically the same 
as for the fifth, except that the writing ought to be of a better quaUty. If time is lacking 
for the regular di-ills, spelUng, arithmetic and other written lessons provide excellent material 
fot practice. A standard of proficiency should be determined by the teacher, and when 
a pupil reaches this he may be excused from the regular class drills. 

Language 

(See Fifth Grade Outline.) 

WRITTEN WORK 

Reproduce in writing, memorized Uterary gems. 
Drill upon the marks of punctuation. 

Books and stories for use in the sixth grade may be suggested by the following list: 

Story of Roland, Baldwin. 

Historic Boys, Brooks. 

Historic Girls, Brooks. 

Boys of 76, Coffin. 

Building of the Nation, Coffin. 

Freedom Triumphant, Coffin. 

World's Greatest Short Stories, Cody. 

American Writers, Cody. 

American Poets, Cody. 

Story of the Rhinegold, A. A. Chapin. 

Wonder Stories from Wagner, A. A. Chapin. 

Lost in the Jungle, Du Chaillu. 

Stories of the Chosen People, Guerber. 

Boy's Heroes, E. E. Hale. 

King Arthur and His Knights, Ed. Harpers. 

Strange Stories of Colonial Days, Ed. Harpers. 

Wonder Book, Hawthorne. 

Second Jungle Book, Kipling. 

Boy Travellers, Knox. 

Water Babies, Kingsley. 

Heroes, Kingsley. 

Tales from Shakespeare, Lamb. 

Adventures of Ulysses, Lamb. 

Dogs and Their Doings, Morris. 

Dog of Flanders, Ouida. 

Siegfried and Beowulf, Zenaide Ragazin. 

Tales out of School, Stockton. 

Lives of the Hunted, E. T. Seton. 

GuUiver's Travels, Swift. 

Story of Columbus, E. E. Seelye. 

Boys of Other Countries, Taylor. 

Rose and the Ring, Thackeray. 

Pot of Gold, Wilkins. 

Child Life in Prose, Whittier. 

Joan of Arc. 

Paul Jones. 

Abraham Lincoln. 

Century Book of Famous Americans. 



SIXTH GRADE 73 



POEMS TO BE MEMORIZED 

A Day in June 

(From The Vision of Sir Launfal) 

James Russell Lowell 

What is so rare as a day in June? 

Then, if ever, come perfect days; 
Then Heaven tries the earth if it be in tune. 

And over it softly her warm ear lays; 
Whether we look, or whether we listen. 
We hear hfe murmer, or see it glisten; 
Every clod feels a stir of might, 

An instinct within it that reaches and towers. 
And groping bhndly above it for hght. 

Climbs to a soul in grass and flowers; 
The flush of life may well be seen 

ThrilUng back over hills and valleys; 
The cowsUp startles in meadows green. 

The buttercup catches the sun in its chalice, 
And there's never a leaf nor a blade too mean 

To be some happy creature's palace; 
The little bird sits at his door in the sun, 

Atilt like a blossom among the leaves, 
And lets his illumined being o'errun 

With the deluge of summer it receives; 
His mate feels the eggs beneath her wings. 
And the heart in her dumb breast flutters and sings; 
He sings to the wide world, and she to her nest, — 
In the nice ear of Nature which song is the best? 

The Throstle 

Alfred Tennyson 

"Summer is coming, summer is coming, 

I know it, I know it, I know it. 
Light again, leaf again, hfe again, love again!" 

Yes, my wild httle Poet. 

Sing the new year in under the blue. 

Last year you sang it as gladly. 
"New, new, new, new!" Is it then so new 

That you should carol so madly? 

"Love again, song again, nest again, young again." 

Never a prophet so crazy! 
And hardly a daisy as yet, Uttle friend. 

See, there is hardly a daisy. 

"Here again, here, here, here, happy year!" 

O warble, unchidden, unbidden! 
Summer is coming, is coming, my dear, 

And all the winters are hidden. 

The Cloud 

Percy Bysshe Shelley 

I bring fresh showers for the thirsting flowers 

From the seas and the streams; 
I bear light shade for the leaves when laid 

In their noonday dreams. 



74 STATE MANUAL AND COURSE OP STUDY 

From my wings are shaken tlie dews that waken 

The sweet buds, every one, 
When rocked to rest on their mother's breast, 

As she dances about the sun. 

I wield the flail of the lashing gale, 

And whiten the green plains under; 
And then again I dissolve it in rain, 

And laugh as I pass in thunder. 

I am the daughter of Earth and Winter, 

And the nursling of the Sky; 
I pass tlu'ough the pores of the ocean and shores; 

I change, but I cannot die. 

While Shepherds Watched their Flocks by Night 

Nahuni Tale 

While shepherds watched their flocks by night. 

All seated on the ground. 
The angel of the Lord came down, 

And glory shone around. 

"Fear not," said he, for mighty dread 

Had seized their troubled mind; 
"Glad tidings of great joy I bring 

To you and all manldnd. 

"To you, in David's town this day. 

Is born of David's line 
The Saviour, who is Christ the Lord, 

And this shall be the sign. 

"The heavenly babe you there shall find 

To human view displayed, 
All meanly wrapped in swaddling bands, 

And in a manger laid." 

Thus spake the seraph; and forthwith 

Appeared a shining throng 
Of angels, praising God, who thus 

Addressed their joyful song: — 

"All glory be to God on high, 

And to the earth be peace! 
Good-will henceforth from heaven to men 

Begin, and never cease." 

Green Things Growing 

Dinah Maria Mulock 

Oh, the green things growing, the green things growing. 

The faint sweet smell of the green things growing! 

I should Uke to live, whether I smile or grieve, 

Just to watch the happy hfe of my green things growing. 

Oh, the fluttering and the pattering of those green things growing! 

How they talk each to each, when none of us are knowing; 

In the wonderful white of the weird moonhght 

Or the dim dreamy dawn when the cocks are crowing. 

I love, I love them so, — my green things growing! 
And I think that they love me, without false showing; 
For by many a tender touch, they comfort me so much, 
With the soft mute comfort of gi-een things growing. 



SIXTH GRADE 75 

Down to Sleep 
H. H. Jackson 

November woods are bai'e and still; 
November days are clear and bright; 
Each noon bm-ns up the morning's chill; 
The morning's snow is gone by night; '^ 
Each day my steps grow slow, grow light, 
As through the woods I reverent creep. 
Watching all things he "down to sleep." 

I never knew before what beds, 
Fragrant to smell, and soft to touch. 
The forest sifts and shapes and spreads; 
I never knew before how much 
Of human soimd there is in such 
Low tones as tln-ough the forest sweep 
When all wild things lie "down to sleep." 

Each day I find new coverHds 
Tucked in, and more sweet eyes shut tight; 
Sometimes the viewless mother bids 
Her ferns kneel down, full in my sight; 
I hear their chorus of "good-night;" 
And half I smile, and half I weep, 
Listening while thoy lie "down to sleep." 

November woods are bare and still; 
November days are bright and good; 
Life's noon burns up life's morning chill; 
Life's night rests feet which long have stood; 
Some warm, soft bed, in field or wood. 
The mother wiU not fail to keep, 
Where we can lay us "down to sleep." 

The above may be supplemented by poems printed in previous editions of the Course 
of Study and by such poems as, The Day is Done, Henry W. Longfellow; Ring Out, Wild 
Bells, Alfred Tennyson; The House by the Side of the Road, Sam W. Foss. 

Arithmetic 

Required work. 

Fractions completed. 

Common. 

Decimals. \ 

Tables of weights and measures. 
Compound numbers. 

Addition. 

Subtraction. 

MultipHcation. 

Division. 

Drill in the fundamentals in each grade. A great deal of work in mental arithmetic 
should be given. 

Complete common fractions and decimals. Make clear and fasten in pupil's minds 
the laws that fix the decimal point. (See fifth gi-ade suggestions.) In pointing off in 
multiplication and division, never allow a pupil to guess at his work. Constantly ask, 
"Why do you place the point there?" 

In writing decimals let the names of the first six decimal places be thoroughly mastered 
and allow no "cutting and trying." Pupils should be able to give instantly the number 
of places to point off for tenths, hundredths, thousandths, etc. 

Teach thoroughly how to reduce common fractions to decimals and the reverse. 

Give many problems in U. S. money. 

Learn and apply the tables of measures of extension, capacity, weight, time, etc. 



76 STATE MANUAL AND COURSE OF STUDY 

Give exercises in reduction, addition, subtraction, multiplication and division of com- 
pound numbers. Have pupils explain problems daily. 
Give many exercises for mental drill. 

Geography 

(See Appendix.) 

1. The advanced or second book taken up. 

2. A study of the features and forces of man's physical environment as outUned in the 

text but supplemented by observation and field trips. Secure daily weather map 
from the nearest weather bureau station. Grand Rapids or Detroit. 

3. Intensive study of South America. 

(1) The continent as a whole as per outUne for continental study in Appendix, — 

special emphasis upon chmate and climatic control of occupation. 

(2) The study of individual countries. 

(3) Topics for intensive study. 

a. Tropical rainy forests, their characteristics and relation to man. 

b. The pampas and llanos and the gi-azing industry of the country. 

c. The nitrate industry of the Alacama desert. 

d. The rubber industry of the Amazon valley. 

e. The coffee industry of Brazil. 

f. The cacao industry. 

'(4) Commerce. Chief exports and imports growing out of occupations. 

4. Africa. 

(1) The continent as a whole as per outhne. 

(2) Egypt — the Nile valley life and occupations of people, methods of irrigation, 

products, etc. 

(3) The Sahara — life, habits, and characteristics of animals and plants as conditioned 

by aridity of desert and water of oases. 

(4) Life in tropical rainy forests as compared with those of South America. 

(5) South Africa — grazing industry, ostrich farming, diamond mines, etc. 

5. Australia. 

(1) The continent as a whole. 

(2) Peculiarities of animals and plants. 

(3) Sheep raising industry. 

(4) Gold mining. 

6. Asia. 

(1) The continent as a whole. 

(2) Intensive study of — 

a. China. 

b. Japan. 

c. India. 



SEVENTH GRADE 



Spelling — Speller. Physiology and Hygiene — Textbook. 

Six months. 



Reading — Basal reader. Geography— Second book completed 

Spelling — Speller. 

Writing — See Appendix. 

History — Elementary textbook. Thi-ee 
Grammar — Textbook. months work on the Colonial 

Period. 
Arithmetic — Second book. 

Textbooks — In all branches as above. 

Both geography and physiology are to be completed in this grade. Seventh grade 
pupils may write on these two subjects of the eighth grade examination. 

Reading 

The work for this year should be largely a study of literature and authors. Select 
from the reader the best literary productions of several authors and study those of each 
writer in groups, noting similarities and differences. Critical study of words, derivation, 
use, pronunciation. 

SUPPLEMENTARY READING 

(See Sixth Grade) 

Writing 

(See Sixth Grade) 

POEMS TO BE MEMORIZED 
Four Things 

Henry van Dyke 

Four things a man must learn to do 
If he would make his record true: 
To think without confusion clearly; 
To love his fellow-men sincerely; 
To act from honest motives purely; 
To trust in God and Heaven securely. 

To a Waterfowl 

William Cullen Bryant 

Whither, midst faUing dew. 

While glow the heavens with the last steps of day, 
Far, through their rosy depths, dost thou pursue 
Thy solitary way? 



78 STATE MANUAL AND COURSE OP STUDY 

Vainly the fowler's eye 

Might mark thy distant flight to do thee wi'ong, 

As, darkly painted on the crimson sky, 

Thy figure floats along. 

Seek'st thou the plashy brink 
Of weedy lake, or marge of river wide, _ 
Or where the rocking billows rise and sink 
On the chafed ocean side? 

There is a power whose care 

Teaches thy way along that pathless coast — 

The desert and ilUmitable air — 

Lone wandering, but not lost. 

All day thy wings have fanned, 
At that far height, the cold, thin atmosphere, 
Yet stoop not, weary, to the welcome land, 
Though the dark night is near. 

And soon that toil shall end; 
Soon shalt thou find a summer home, and rest, 
And scream among thy fellows; reeds shall bend. 
Soon, o'er thy sheltered nest. 

Thou'rt gone, the abyss of heaven 
Hath swallowed up thy form ; yet, on my heart 
Deeply has sunk the lesson thou, hast given. 
And shall not soon depart. 

He who, from zone to zone. 

Guides through the boundless sky thy certain flight. 

In the long way that I must tread alone. 

Will lead my steps aright. 

The Flag Goes By 

Henry Holcomb Bennett 

Hats off! 
Along the street there comes 
A blare of bugles, a ruffle of drums, 
A flash of color beneath the sky : 

Hats off! 
The flag is passing by! 

Blue and crimson and white it shines 
Over the steel- tipped, ordered Unes. 

Hats off! 
The colors before us fly ; 
But more than the flag is passing hy. 

Sea-fights and land-fights, grim and great. 
Fought to make and to save the State; 
Weary marches and sinking ships; 
Cheers of victory on dying hps; 

Days of plenty and years of peace; 
March of a strong land's swift increase; 
Equal justice, right, and law. 
Stately honor and reverend awe; 

Sign of a nation, great and strong 
To ward her people from foreign wrong; 
Pride and glory and honor ,^ — all 
Live in'the colors to stand or fall. 



"^ SEVENTH GRADE 79 

Hats off! 
Along the street there comes 
A blare of bugles, a ruffle of drums; 
And loyal hearts are beating high: 

Hats off! 
The flag is passing by! 

The Daffodils 

William Wordsworth 

I wandered lonely as a cloud 

That floats on high o'er vales and hills, 
When all at once I saw a crowd, — 

A host, of golden daffodils, 
Beside the lake, beneath the trees, 
Fluttering and dancing in the breeze. 

Continuous as the stars that shine 

And twinkle on the milky way, 
They stretched in never-ending line 

Along the margin of a bay ; 
Ten thousand saw I at a glance. 
Tossing their heads in sprightly dance. 

The waves beside them danced, but they 

Outdid the sparkhng waves in glee; 
A poet could not but be gay 

In such a jocund company. 
I gazed, and gazed, but little thought 
What wealth the show to me had brought; 

For oft, when on my couch I he 

In vacant or in pensive mood. 
They flash upon that inward eye 

Which is the bUss of soUtude; 
And then my heart with pleasure fills. 
And dances with the daffodils. 

Duty 

Ralph Waldo Emerson 

So nigh is grandeur to our dust, 

So near is God to man; 
When Duty whispers low "Thou must," 

The youth replies, "I can." 

Columbus 

Joaquin Miller 

Behind him lay the gray Azores, 

Behind him the gates of Hercules; 
Before him not the ghost of shores. 

Before him only shoreless seas. 
The good mate said: "Now must we pray, 

For lo! the very stars are gone. 
Brave Adm'r'l, speak; what shall I say?" 

"Why, say: 'Sail on, sail on; and on!'" 



80 STATE MANUAL AND COURSE OF STUDY 

"My men grow mutinous day by day; 

My men grow ghastly wan and weak," 
The stout mate thought of home: a spray 

Of salt wave washed his swarthy cheek. 
"What shall I say, brave Adm'r'l, say, 

If we sight not but seas at dawn?" 
"Why, you shall say, at break of day: 

'Sail on! sail on! sail on! and on!'" 

They sailed and sailed as winds might blow. 

Until at last the blanched mate said : 
"Why, now not even God would know 

Should I and all my men fall dead. 
These very winds forget the way. 

For God from these dread seas is gone. 
Now speak, brave Adm'r'l, speak and say — " 

He said: "Sail on! sail on! and on!" 

They sailed. They sailed. Then spake the mate: 

"This mad sea shows his teeth to-night; 
He curls his Up, he lies in wait, 

With hfted teeth, as if to bite; 
Brave Adm'r'l; say but one good word; 

What shall we do when hope is gone?" 
• The words leapt as a leaping sword: 

"Sail on! sail on! sail on! and on!" 

Then, pale and worn, he kept his deck 

And peered through darkness. Ah, that night 
Of all dark nights! and then a speck — 

A hght! a hght! a hght! a hght! 
It gi"ew, a starUt flag unfui'led! 

It grew to be Time's bui'st of dawn. 
He gained a world; he gave that world 

Its greatest lesson: "On! sail on!" 

The Ship of State 

Henry Wadsworth Longfellow 

Thou, too, sail on, O Ship of State! 

Sail on, O Union, strong and great! 

Humanity with all its fears. 

With all the hopes of future years, 

Is hanging breathless on thy fate! 

We know what Master laid thy keel, 

What Workmen wrought thy ribs of steel, 

Who made each mast, and sail, and rope, 

What anvils rang, what hammers beat, 

In what a forge and what a heat 

Were shaped the anchors of thy hope! 

Fear not each sudden sound and shock, 

'Tis of the wave and not the rock; 

'Tis but the flapping of the sail. 

And not a rent made by the gale! 

In spite of rock and tempest's roar. 

In spite of false hghts on the shore. 

Sail on, nor fear to breast the sea! 

Our hearts, om- hopes, are all with thee. 

Our hearts, our hopes, om- prayers, our tears, 

Our faith triumphant o'er our fears, ; 

Ai-e all with thee, — are all with thee! 



SEVENTH GRADE 81 

Additional poems suggested : 

Gray's Elegy in a Country Churchyard. 

Battle Hymn of the RepubUc, Julia Ward Howe. 

The Blue and the Gray, Francis Miles Finch. 

Sheridan's Ride, Thomas B. Reed. 

The American Flag, Joseph R. Drake. 

To a Skylark, WilUam Wordsworth. 

Spelling 

(a) Continue the plan laid out in the fifth grade. 

(b) Give special attention to synonyms, homonyms, antonyms. 

(c) Study words from dictionary (two or three each day) with reference to roots, prefixes 
and suffixes. Classify all such words according to Latin, Greek, French or Anglo-Saxon 
derivation and preserve such classification for reference and study. 

Grammar 

During the first year of technical grammar, avoid tangling, perplexing and obscure 
points. Definitions should be accurately learned and continually applied bj^ pupils. 
The definition is the bed-rock of etymology. 

ALTERNATION 

The remarks on geography made in the sixth grade apply with equal force to seventh 
and eighth grade grammar work, it being immaterial whether syntax or etymology is 
taught in seventh grade. In case there are both seventh and eighth grade grammar 
pupils, let seventh grade do eighth grade work, completing the latter part of grammar 
in seventh grade. Then the following year have this grade (now the eighth) do seventh 
grade work, completing first haK of book together with the new seventh grade. In study- 
ing etymology do enough parsing to enable the pupils to see at a glance the entire etymo- 
logical description of a word and especially its construction, or use in the sentence. 

Arithmetic 

Required work. 
Review decimals. 
Percentage. 

Commission. 

Insurance. 

Taxes. 

Bank discount. 

Trade. 

Mortgages. 

Drill in the fundamentals in each grade. A great deal of work in mental arithmetic 
should be given. 

Prepare pupils for quick and accurate work in each appUcation of percentage by doing 
the corresponding work from some textbook in mental arithmetic; also, by first reviewing 
decimals. Have exercises similar to the following: 

(a) .05 of 400 means 5 X , L of 400. 

*Solution : 
3J0 of 400is4. 

if of 400 is 5X4, or 20. 
.01 of 500 means? | 

.02 of 2140 means? \ Solve as above. 
. 05 of 25 means? J 

(b) l%Veans .01. 



♦Solution must be used only once for explanation, then the pupil should see the result immediately, 
11 



82 



STATE MANUAL AND COURSE OF STUDY 



25% of 600 means 25XtU of 600. 
Solution : 

1% of 600 = 6. 

25% of 600 = 25X6 = 150. 

20% of 40 means? 

16% of 50 means? 
Give many examples until the pupil habitually thinks "1% is what?" 

(c) 1. What is 1%,, if 2% of a number is 40? 

Solution: 

1% is ^ of 40 or 20. 
If 5% is 60? 30? 12? 
If 20% is 600? 120? 80? 20? 
2. What is 1%, if 60 is 18%? 2%? 10%? 50%? 100%? 

(d) 1. What is 100%, if 24 is 8%? 12%? 

2. 12 is 20% of what? 

3. 18 acres is 6% of what? 

(e) 1. 1 is what per cent of 100? 

Solution : 

1 is ttW of 100, or 1%. 

2. 3 is what per cent of 100? 

Solution: 

1 is 1% of 100. 

3 is as many times 1% as 3 is times 1, or 3 times 1% or 3%. 

3. 8 is what per cent of 400? 

Solution: 

4 is 1% of 400. 

8 is as many times 1% as 8 is times 4, or 2 times 1%, or 2%. 

4. 60 is what per cent of 1200? 

Solution : 

12 is 1% of 1200. 

60 is as many times 1% as 60 is times 12, or 5 times 1%, or 5%. 
If this analysis seems difficult at this stage, use ratios; e. g., 
8 is what per cent of 400? 
Solution : 

8 is 41% = JiT of 400. 
1*^ = 1%. 
,U=2xl%=2%. 

Have pupils express the list given below in four or more forms as follows : 
12| -.f 25 

12|%=.12i= = — = =i 

100 100 200 

33^%, 25%, 161%, 14?%, ll~i%, 8Wo, 2|%, 1!%, U%, U%. 

Use graphic illustrations something as follows: 

= i = 20% of the oblong a, b, c, d. 
= I = 40% of the oblong a, b, c, d. 
= f = 60% of the oblong a, b, c, d. 
= I = 80% of the oblong a, b, c, d. 
= i = 100% of the oblong a, b, c, d. 











5 


I 




1 I 
5 5 


i 


1 
s 


1 I 
5 5 


i 


i i 


1 1 
5 5 


5 



Lead the pupil to see that 5 the oblong a, b, c, d is the same no matter where it is taken. 
Proceed from this to the general concept of J of a thing being 20% of it, and the same with 
reference to^thirds, fourths,^ eighths, etc. 



SEVENTH GRADE 83 

TABLE OF EQUIVALENTS 

(To be memorized.) 

10% = tV 6i%=Jg 

20% = i 12§% = | 

25% = i 37i% = f 

30% = A 62i% = | 

40% =1 m%=i 

50% = ^ 161% = 1 

60% = § 33^% = ^ 

70% = ,^:, 66!% = 1 

75% = f i% = 2iT5 

80% = I i% = 4*Tr 

4 /o — ?7rTr 

All solutions of problems should be based upon analyses already made familiar to pupils 
by operations in common and decimal fractions; thorough explanations should be exacted. 
The ordinary formulas should not be used until each principle has been made familiar by 
analysis. The formulas should never precede analysis. / 

Commission, insurance, taxes, interest, bank discount, trade discount, mortgages. 

Omit true discount, stocks, bonds and annual interest. 

In computing interest teach thoroughly one method and i7isist upon accuracy. 

During this term teach pupils to make out notes and bills of various kinds, such as bills 
of articles commonly purchased, bills for work done, etc. Place forms on the blackboard, 
giving special attention to capitaUzation and punctuation. Have these copied until 
pupils are famiUar with them; then give examples requiring these forms and have pupils 
arrange them in neat, accurate shape, carrying them out in detail and receipting. 

In bank discount the teacher should find out from a bank how the transaction is carried 
on. 

Mortgages. What are they? What is the difference between a real estate mortgage 
and a chattel mortgage? Are all mortgages accompanied by notes? Where are mortgages 
recorded? Why are mortgages taxed? What is the tax on mortgages in Michigan? 
What is a first mortgage? A second mortgage? 

Familiarize pupils with drafts, certificates of deposit, certified checks. Explain the 
difference between a check and a certified check. 

Write negotiable notes, receipts and bank checks. (See Appendix for these forms.) 

Exchange. Omit foreign exchange. 

Occupations and a review of previous work. 

LEGAL BREVITIES 

A note dated on Sunday is void. A note obtained by fraud or from one intoxicated 
is void. If a note be lost or stolen, it does not release the maker; he must pay it. A note 
by a minor is void. Notes bear interest only when so stated, but all notes bear interest 
after maturity. Principals are responsible for their agents. Each individual in partner- 
ship is responsible for the whole amount of the debts of the firm. Ignorance of the law 
excuses no one. It is a fraud to conceal a fraud. It is illegal to compound a felony. 
The law compels no one to do impossibiUties. An agreement without consideration is 
void. Signatm-es in lead pencil are good in law. A receipt for money is not legally con- 
clusive. The acts of one partner bind all the others. Contracts made on Sunday cannot 
be enforced. A contract with a minor is void. A contract made with a lunatic is void. 
Written contracts concerning land must be under seal. 

Geography 

(See Appendix.) 

1. Observational study throughout the year of weather changes and the work of running 
water in modifying land surface. 

2. North America as a whole, following outline for continental study as far as vegetation, 
after which it is better to study the separate countries. 

3. Intensive study of the United States and its outlying territory or possessions. 

(1) Make a special study of the location, boundaries and characteristics of the 
various physiographic regions or provinces of the United States and their 
influence upon the lives of the people residing therein. 



84 STATE MANUAL AND COURSE OF STUDY 

(2) Study also the various industrial regions and divisions. 

(3) In connection with the Great Lake region make a detailed study of Michigan. 

4. Europe as a whole through vegetation in outUne for continental study. 

5. Mapping of Europe upon meridian-parallel nets. 

6. Intensive study of leading European counties, Great Britian, Germany, France, etc. 

A rapid review of the various continents to bring out how position, form, size, surface 
and winds combine to determine climate; how chmate and soil combine to determine 
vegetation; how man responds to his environment in various ways with the result that he 
engages in various occupations; how out of these various occupations commerce arises. 
Put especial emphasis upon the world's commerce as related to the United States. 

United States History 

Emphasis should be placed on history stones during the sixth and seventh grades. 

Many teachers fail to appreciate the value of stories in the education of the child. By 
this means his interest may be aroused, his mental faculties stimulated and developed, 
his language improved and a taste for good reading cultivated. At least twice a week, oftener 
if possible, there should be a period for telhng stories. A part of this time should be given 
to telling historical stories, especially stories of historical heroes, to the children of the 
fourth, fifth, sixth and seventh grades, although, of course, the children of the whole school 
will listen to them. Children are naturally hero worshippers and heroic deeds especially 
appeal to them. 

The pupils should not be allowed to remain entirely receptive in this work. It is not 
merely for their entertainment. To secure the best results, the stories should be told 
by the teacher and reproduced by the pupils either orally or in writing. Nothing better 
can be found for language work. Younger pupils should repeat stories orally. The older 
pupils may give them in written form, although oral reproduction is valuable for them 
also. Not too much should be told at one time and the language used should be simple 
and clear. Only a few proper names should be used and the story should be made as 
interesting and dramatic as possible. 

The teacher should not be satisfied with bringing out alone the deeds of the heroes 
studied. Their romantic and exciting deeds will easily serve as a means of getting the 
children interested; but the pupils should be led incidentally to learn of their customs, 
manner of living, food, dress, utensils, implements, weapons, "houses, industries, education 
and training, games, etc., of the heroes and the people whom they represent and the events 
with which they were connected. 

The following will furnish good stories for this work: Columbus, Ponce de Leon, Cortez, 
De Soto, Captain John Smith, Miles Standish, Champlain, LaSalle, Marquette, Penn, 
Washington, Franklin, Lincoln, Jackson, Lewis and Clark, Jefferson, Hamilton, Webster, 
Clay, Calhoun, Fremont, Paul Jones, Perry, Grant, Dewey, Daniel Boone, George Rogers 
Clark and many others. 

The children of the sixth and seventh grades should be encouraged and expected to do 
much reading for themselves if suitable historical and biographical books are accessible. 
Every school ought to have such books as the children will hke to read. If a suitable 
library is not at hand, the teacher can easily get a traveling hbrary by writing to the State 
Librarian, Lansing. 

The Colonial Period should be studied by the seventh grade. 



SUGGESTIONS 

1. Give attention to only a few of the most important discoveries and explorations. 

2. Study in detail only three or four of the leading colonies, such as Virginia, Massa- 
chusetts, New York and Pennsylvania. Study the Ufe of the people in colonial times 
especially. 

3. Bring out the importance of the struggle between the French and English in North 
America. 

4. Be sure to study Michigan history. Show how Michigan was explored by the French 
and that Detroit and a few other places were settled by them. Its transfer to the Enghsh 
after the French and Indian War. Pontiac's Conspiracy. Michigan in the war of 1812. 
Lewis Cass and his work for the territory. Settlement by Americans. Trouble over the 
southern boundary line. Admission as a state, etc. The study of Michigan history is 
more important to the children of the state than that of almost any of the original Thirteen 
Colonies. 



EIGHTH GRADE 

Reading — Basal reader or good literature. History — Textbook. 

Spelling — Orthography. Civil Government — One-half year. Use 

textbook in Michigan gov- 
Grammar — Book completed. ernment. 

Arithmetic — Second book completed, Elementary Agriculture — Intensive 
mental work continued. work, one-half year. 

Textbooks — In all branches. 

Give civil government three times per week and agriculture two times per week through- 
out the year. 

Reading 

(See Seventh Grade) 

Orthography 

If a textbook is used in this subject, do not overlook spelUng. Give constant drill on 
all difficult words in pupil's use. Test words of previous grades. 

Writing 

(See Sixth Grade and Appendix) 
POEMS TO BE MEMORIZED 

Lead, Kindly Light 

Joh?i Henry Newman 

Lead, kindly light, amid th' encircUng gloom, 

Lead Thou me on; 
. The night is dark, and I am far from home, 

Lead Thou me on. 
Keep Thou my feet; I do not ask to see 
The distant scene; one step enough for me. 

I was not ever thus, nor prayed that Thou 

Shouldst lead me on; 
I loved to choose and see my path ; but now 

Lead thou me on. 
I loved the garish day; and, spite of fears. 
Pride ruled my will: remember not past years. 

So long Thy power hath blest me, sure it still 

Will lead me on 
O'er moor and fen, o'er crag and torrent, tiU 

The night is gone. 
And with the morn those angel faces smiUi, 
Which I have loved long since, and lost a while. 



86 STATE MANUAL AND COURSE OF STUDY 

Address at Gettysburg 

(Dedication of National Cemetery, Nov. 19, 1863) 

Abraham Lincoln 

Fourscore and seven years ago our fathers brought forth upon this continent a new 
nation, conceived in Hberty and dedicated to the proposition that all men are created 
equal. Now we are engaged in a great civil war, testing whether that nation or any nation 
so conceived and so dedicated can long endure. We are met on a great battlefield of that 
war. We have come to dedicate a portion of that field as a final resting place for those 
who here gave their lives that that nation might Uve. It is altogether fitting and proper 
that we should do this; but in a larger sense we cannot dedicate, we cannot consecrate, 
we cannot hallow this ground. The brave men, living and dead, who struggled here, have 
consecrated it far above our power to add or detract. The world will little note, nor long 
remember, what we say here; but it can never forget what they did here. It is for us, 
the living, rather to be dedicated to the unfinished work which they who fought here have 
thus far so nobly advanced. It is rather for us to be dedicated here to the great task re- 
maining before us ; that from these honored dead we take increased devotion to that cause 
for which they gave the last full measure of devotion; that we here highly resolve that 
these dead shall not have died in vain; that this nation, under God, shall have a new birth 
of freedom ; and that government of the people, by the people, and for the people, shall 
not perish from the earth. 

Crossing the Bar 

Alfred Tennyson 

Sunset and evening star, 

And one clear call for me! 

And may there be no moaning of the bar, 

When I put out to sea. 

But such a tide as moving seems asleep. 

Too full for sound and foam. 

When that which drew from out the boundless deep 

Turns again home. 

TwiUght and evening bell, 

And after that the dark! 

And may there be no sadness of farewell, 

When I embark! 

For tho' from out our bourne of Time and Place 

The flood may bear me far, 

I hope to see my Pilot face to face 

When I have crossed the bar. 

The Chambered Nautilus 

Oliver Wendell Holmes 

This is the ship of pearl, which, poets feign. 
Sails the unshadowed main, — 
The venturous bark that flings 
On the sweet summer wind its purple wings 
In gulfs enchanted, where the siren sings. 
And coral reefs he bare. 

Where the cold sea-maids rise to sun then- streaming 
hair. 

Its webs of living gauze no more unfurl; 

Wrecked is the ship of pearl! 

And every chambered cell 

Where its dim dreaming life was wont to dwell, 

"As the frail tenant shaped his growing shell, 

Before thee lies revealed, — 

Its irised ceihng rent, its sunless crypt unsealed! 



EIGHTH GRADE 87 

Year after year beheld the silent toil 
That spread his lustrous coil; 
Still, as the spiral grew, 
He left the past year's dwelUng for the new, 
Stole with soft step its shining archway through, 
Built up its idle door, 

Stretched in his last-found home, and knew the old 
no more 

Thanks for the heavenly message brought by thee, 
Child of the wandering sea, 
Cast from her lap, forlorn! 
From thy dead hps a clearer note is born 
Than ever Triton blew from wi-eathed horn! 
While on mine ear it rings. 

Through the deep caves of thought I hear a voice that 
sings. 

Build thee more stately mansions, O my soul, 

As the swift seasons roll! 

Leave thy low- vaulted past! 

Let each new temple, nobler than the last, 

Shut thee from heaven with a dome more vast, 

Till thou at length art free, 

Leaving thine outgrown shell by hfe's unresting sea! 

L'Envoi 

Rudyard Kipling 

When Earth's last picture is painted, and the tubes are twisted and dried, 
When the oldest colors have faded, and the youngest critic has died. 
We shall rest, and, faith, we shall need it — He down for an aeon or two, 
Till the Master of AU Good Workmen shall set us to work anew! 

And those who were good shall be happy; they shall sit in a golden chair; 
They shall splash at a ten-league canvas with brushes of comet's hair; 
They shall find real saints to draw from — Magdalene, Peter, and Paul; 
They shall work for an age at a sitting and never be tired at all! 

And only the Master shall praise us, and only the Master shall blame; 
And no one shall work for money, and no one shall work for fame; 
But each for the joy of the working, and each, in liis separate star. 
Shall draw the Thing as he sees It for the God of Things as 'They Are! 

My Native Land 

Sir Walter Scott 

Breathes there the man with soul so dead, 
Who never to himself hath said, 

"This is my own, my native land!" 
Whose heart hath ne'er within him biu-ned, 
As home his footsteps he hath turned 

From wandering on a foreign strand? 

If such there breathe, go mark him well! 
For him no minstrel raptm-es swell. 
High though his titles, proud his name, 
Boundless his wealth as wish can claim — 
Despite those titles, power and pelf, 
The wretch concentered all in self. 
Living shall forfeit fair renown. 
And, doubly dying, shall go down 
To the vile dust from whence he sprung. 
Unwept, unhonored, and unsung. 



STATE MANUAL AND COURSE OF STUDY 

Opportunity 

Edward Rowland Sill 

This I beheld, or dreamed it in a dream: — 

There spread a cloud of dust along a plain; 

And underneath the cloud, or in it, raged 

A furious battle, and men yelled, and swords 

Shocked upon swords and shields. A prince's banner 

Wavered, then staggered backward, hemmed by foes. 

A craven hung along the battle's edge, 

And thought, "Had I a sword of keener steel — ■ 

That blue blade that the king's son bears, — but this 

Blunt thing!" he snapt and flung it from his hand, 

And Igwering crept away and left the field. 

Then came the king's son, wounded, sore bestead. 

And weaponless, and saw the broken sword, 

Hilt-buried in the dry and trodden sand, 

And ran and snatched it, and with battle-shout 

Lifted afresh he hewed his enemy down. 

And saved a gi-eat cause that heroic day. 

America 

(Required for eighth grade examination.) 
Samuel F. Smith, 1832 

My country, 'tis of thee, 
Sweet land of hberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrims' pride, 
From every mountain-side 

Let freedom ring. 

My native country, — thee, , 

Land of the noble free. 

Thy name I love; 
I love thy rocks and rills, 
Thy woods and templed hills, 
My heart with rapture thrills 

Like that above. 

Let music swell the breeze. 
And ring from all the trees 

Sweet freedom's song; 
Let mortal tongues awake. 
Let all that breathe partake, 
Let rocks their silence break, — 

The sound prolong. 

Our fathers' God, to Thee 
Author of hberty. 

To Thee we sing; 
Long may oiu- land be bright 
With freedom's holy hght, — 
Protect us by Thy might, 

Great God, our King. 



EIGHTH GRADE 89 

The Star Spangled Banner 

(Required for eighth grade examination.) 
Francis Scott Key, 1814 

O say, can you see by the dawn's early light, 

What so proudly we hailed at the twilight's last gleaming; 

Whose broad stripes and bright stars, through the perilous fight, 
O'er the ramparts we watched were so gallantly streaming; 

And the rocket's red glare, the bomb bm-sting in air. 

Gave proof thro' the night that out flag was still there. 

O, say, does that Star Spangled Banner, yet wave 

O'er the land of the free and the home of the brave? 

On the shore dimly seen thi'ough the mists of the deep, 
Where the foe's haughty host in dread silence reposes, 

What is that which the breeze, o'er the towering steep. 
As it fitfully blows, half conceals, half discloses? 

Now it catches the gleam of the morning's first beam; 

In full glory reflected, now shines in the stream; 

'Tis the Star Spangled Banner — O, long may it wave 

O'er the land of the free and the home of the brave! 

And where is that band who so vauntingly swore, 

That the havoc of war and the battle's confusion, 
A home and a country shall leave us no more? 
(•^ Their blood has washed out their foul footstep's pollution. 
No refuge could save the hireUng and slave 
From the terror of fight or the gloom of the grave; 
And the Star Spangled Banner in triumph doth wave 
O'er the land of the free and the home of the brave. 

O, thus be it ever when freemen shall stand 

Between their loved home and the war's desolation; 
Blest with vict'ry and peace, may the heav'n rescued land 

Praise the power that hath made and preserved us a nation! 
And conquer we must when our cause it is just, 
And this be out motto — "In God is our trust!" 
And the Star Spangled Banner in triumph shall wave 
O'er the land of the free and the home of the brave. 

Work 

Henry van Dyke 

Let me but do my work from day to day. 
In field or forest, at the desk or loom, 
In roaring market-place or tranquil room ; 
Let me but find it in my heart to say, 
When vagrant wishes beckon me astray, 
"This is my work; my blessing not my doom; 
"Of aU who live, I am the one by whom 
"This work can best be done in the right way." 

Then shall I see it not too great, nor small. 
To suit my spirit and to prove my powers; 
Then shall I cheerful greet the labouring hours, 
And cheerful turn, when the long shadows fall 
At eventide, to play and love and rest. 
Because I know for me my wo^k is best. 



90 STATE MANUAL AND COURSE OF STUDY 

Grammar 

(See Seventh Grade) 
Emphasize the composition work and teach common figures of rhetoric. 

Arithmetic 

Required work. 
Review percentage. 
^ Interest. 
I ■ Profit and loss. 
F^" Discount. 
Ratio and proportion. 
Analysis. 
Mensm'ation. 
Square root. 
Review. 

Mental arithmclic work should he kepi parallel with the written work in these subjects. 
Analysis cannot he too critical in this year's work. There is no hetter place to teach accurate 
use of language. 

In teaching the right angled triangle have pupils take a string 12 inches or 12 feet long, 
and tie knots dividing it into parts having ratio of 3, 4, 5, i. e., 3, 4, 5 inches or feet, in 
length; using the ends and knots for angles, form a triangle and it will be a right angled 
triangle. 

In teaching the circle and sphere, wind the area of a 4-inch circle and a 4-inch sphere 
with a string to show that it takes four times as much string to cover the sphere, illustrating 
that the area is four times as great. . 

Pupils memorize the following: 

If the radius of a circle »=1 in., 1 ft. or 1 yd., the area of the circle = 3.1416 sq. in., 3.1416 
sq. ft., 3.1416 sq. yd., respectively. 

When r. =2, area of circle = 2- or 4X3. 1416, and area of sphere 4 times as much. 
When r. =3, area of circle = 3^ or 9X3. 1416, and area of sphere 4 times as much. 
When r. =4, area of circle =4- or 16X3 . 1416, and area of sphere 4 times as much. 
When r. = 5, area of circle = ^^ or \ X3. 1416, and area of sphere 4 times as much. 
When r. = ^, area of circle = i^ or i X3 . 1416, and area of sphere 4 times as much. 
When r. = |, area of circle = p or /- X3 . 1416, and area of sphere 4 times as much, etc. 

Mensuration, measurements of plane surfaces, — squares, triangles, rectangles, etc. 
Practical problems to apply them. Square root and its application. Also study thoroughly 
the apphcation as used by mechanics. 

The subject of mensuration may be very much simpUfied. Too often the rules are given 
without illustration, pupils attempting to remember each independently and seeing no 
connection between the various figures. As most of the pupils will never study geometry, 
the teacher should endeavor to so illustrate the matter that they may have as little as 
possible to remember arbitrarily. Beginning with the rectangle, pupils will sec that its 
area is eqvial to the product of its length and breadth. Then show them that an obUque- 
angled parallelogram with an equal base and altitude is its equivalent, hence its measure 
is the same. They will readily see that the measure of the triangle is one-half that of the 
parallelogram, and that the trapezoid may be divided into two triangles whose bases are 
the parallel sides of the trapezoid and whose common altitude is that of the trapezoid. 
Next deduce the rule for measurement of the circle by considering it as composed of an 
infinite number of triangles. 

In like manner we may pass from the rectangular prism to the triangular, and from that 
to the general one. Then show that the triangular prism may be divided into three 
equivalent pyramids, and from this triangular pyramid we may ]:)ass to the general one 
and to the cone. This sphere is seen to be composed of an infinite number of pyramids 
whose altitude is the radius of the sphere and the sum of whose bases makes up its surface, 
etc. 

Construct solids of cardboard. 

Complete and review both mental and written arithmetic. 

Teach the simple equation and its transformations as used in arithmetic. 



EIGHTH GRADE 91 

History 

In the eighth grade a good textbook should be used, but the work should not be confined 
entu-ely to it. The pupils should be encouraged and required to gather information from 
other books when they are available. 

As has been well said, "History lessons must involve not merely reading the text, 
however intelhgently, but the introduction of other related texts, the study of geographical 
conditions, free discussion carried on as far as possible by the pupils, explanation by the 
teacher, outside reference work, — provided the pupils are mature enough, — a hberal use 
of photographs and other pictures, and of related hterature." 

One of the greatest defects in history teaching in our schools is the emphasis put upon 
facts alone and the failure to teach the meaning of the facts. Much time and hard work 
are spent in learning names, dates, statistics, and detailed facts wliich have no meaning 
and no interest for the children. The work in history should not consist in merely memoriz- 
ing facts but should help to develop the imagination and the thinking powers of the child. 
The teacher should not be satisfied with having the pupils say over certain facts, but should 
endeavor to make them see the meaning and relation of those facts, — should help them 
to Uve over in imagination the past. 

POINTS TO BE EMPHASIZED 

It is well for the teacher to keep constantly in mind certain points to be brought out in 
teaching a history lesson. These are: 

1. The historical characters, the persons or people who took part in the event or move- 
ment that is being studied. Every historical event has its human element. The leading 
actors should not be merely names to the pupils, they should be taught so that they stand 
out as Uving and distinct personahties. A comparison of men should often be made. 
This study of historical characters may be so carried on as to become a great moral stimulus 
to the children. 

2. The thing that took place or was accompUshed. The teacher should not be satisfied 
until the children have clear, accurate, connected ideas of the event or movement under 
consideration. Then they should be required to give a clear, acciu-ate and connected 
account of the thing that is being studied. Of course, they should not be held to give 
a mass of unimportant details. One of the chief defects in teaching history in our schools 
is the slovenly, sUp-shod, fragmentary manner in which pupils are too commonly allowed 
to recite in the history class. The history recitation can be made and ought to be made 
not only a valuable exercise in language but Ukewise an excellent discipline in thinking 
correctly. The aim should be exact knowledge and correct statement. 

3. The geogi-aphical relations. The soil, climate and topography of a country have a 
profound effect upon its history. Almost every historical event and movement is directly 
or indirectly caused or influenced by the geogi-aphical conditions under which it took 
place. These should be carefully brought out by the teacher. This will help to make 
history study interesting and give it meaning. 

The teacher should make use of maps constantly in the history work. He should have 
the pupils study and discuss the physical features of the region where the events under 
consideration take place and locate all important historic points on the map. The pupils 
should be taught how to use a map in this connection. They ought also to draw historical 
maps. 

4. The time. Events in history have a time relation as well as a place relation. The 
learning of dates may easily be abused. It may be made a dry and profitless task. In 
this matter, as in many others, extremes are to be avoided. By no means all the dates 
that appear in the textbook should be learned by the pupil. On the other hand, the most 
important dates should be thoroughly mastered, the pupil being drilled on them until he 
knows them. The exact date of some events should be learned, but for most historical 
events it is sufficient to locate them in time relative to some other more important event. 
For example, the date when Washington became president, 1789, should be learned; but 
it is sufficient to know that Hamilton's financial measures, the Genet episode, invention 
of the cotton gin, the whiskey insiu-rection, and Jay's treaty came in Washington's ad- 
ministration, during the eight years following 1789. 

5. Cause and effect. History should not be taught as a series of disconnected, isolated 
events. Too frequently it is so taught. Historical events have not only a time relation- 
ship and a place relationship, they have also a cause and effect relationship. Events and 
movements do not simply happen. If the work in history in the eighth grade and high 
school is to reach its highest educational value, causes and results must be carefully traced 
out. For example, for the pupil to learn to say that the cotton gin was invented by EU 



92 STATE MANUAL AND COURSE OP STUDY 

Whitney in 1794 amounts to nothing unless he is made to see the tremendous results of 
the invention. To teach a child to recite glibly a few facts about the Missouri Compromise 
is not educating him much vmless the causes leading to it and the results growing out of 
it are comprehended by him, unless it is seen in its relations, unless, in short, the pu- 
pil gets the real meaning of the event. 

CURRENT EVENTS 

The work in current events should be emphasized. It is very important in training 
for citizenship, in practical business education, in broad63ning the outlook of pupils and in 
developing a reading habit. All of the pupils in the higher grades should be assigned 
topics on which to report. 

1. Each week devote one period to events that are attracting attention in Congress 
and in the State Legislature. 

2. Have some good clean newspaper on current events in the schoolroom for pupils. 
Discuss those topics that will have a future historical significance. 

3. Local matters of county and township. PoUtical, financial (taxation), social. 

4. Biographical sketches of local and State people of prominence. 

5. Educational topics. 

Civil Government 

The organization and government of the school; rights and duties of members of the 
school; the school board, names of members, when and how chosen, duties and powers; 
taxation for school purposes. The townsliip: size; history; officers, election, powers and 
duties. The county: size; history; county seat; officers, election, powers and duties. 
The state: history; the legislature, two houses, number of members, election, passing 
of laws; executive department, principal officers, election, powers and duties; judicial de- 
partment, com-ts and judges, civil and criminal cases. The United States: the adoption 
of the Constitution; Congress, number of members, election of members, powers, etc.; 
the President, his election, quahfications, powers and duties; the executive departments 
and cabinet; judicial department, courts and judges and their functions. The rights 
and duties of citizenship. Self-government. Representative government. Law and 
hberty. Justice. The suffrage and manner of voting. Political parties and party 
machinery. Revenue and taxation. 

Much of the subject of civics should be taught in connection with the history; such 
as the government of the Colonies, the township system of New England and the county 
system of the South, the weakness of the Articles of Confederation, the adoption of the 
Constitution, the election of president in connection with the elections of 1800 and 1824, 
impeachment in connection with Johnson, etc. Much may also be done along this line 
by the teaching of current political events. Many teachers of civics use what may be called 
the laboratory method with good results. Elections are carried on by the pupils; various 
blanks are obtained from the proper officers and examined and filled out by the pupils; 
visits are made to the court house, and to other places where the processes of govern- 
ment are being conducted. If advantage is taken of the opportunities within easy reach, 
the work will be given life and will have much greater educational value. 

The subject of civics is poorly taught so often because teachers know so little about it. 
Not more methods are needed so much as a fuller knowledge of the subject matter. 

When it is considered that a large percentage of children leave school at the close of the 
eighth grade and when the importance of this subject to citizens and future voters is weighed, 
the duty of giving careful attention to this study is evident. Four objects should be kept 
constantly in view by the teacher; to imbue the children with the spirit of our institutions; 
to give them a good knowledge of the structure and workings of oar several governments; 
to make them inteUigent in regard to some of our mast important political questions; and 
most important of all, to instill into them a sound political morality. 

The emphasis should be placed on local government and what the local, state and national 
governments are actually doing for the people. Many things with which the ordinary 
person has little to do, Uke the national judiciary, should receive little attention. Many 
portions of the national and state constitution should be entirely omitted. Make the 
work practical. Give the pupils what they will need as citizens. 



NINTH AND TENTH GRADES 93 



COURSE OF STUDY FOR NINTH AND TENTH GRADES 

School districts which employ more than one teacher may apply to the Superintendent 
of Public Instruction for permission to give instruction in the ninth and tenth grades. 
If such permission is granted by the Superintendent of Public Instruction, the course of 
study pursued in the ninth and tenth grades in such schools shall be as hereinafter indicated, 
which course of study is hereby prescribed for all such schools. 

Ninth Grade Tenth Grade 

English one year EngUsh one year 

Algebra one year Plane Geometry . ■ one year 

Ancient History one j'^ear Modern History one year 

Botany one year Physical Geography one year 



APPENDIX 



AGRICULTURE 

Nature Study 

GRADES II AND III 

1. Nature observations. To develop the perceptive and apperceptive qualities of mind. 

2. Nature stories. 

3. Nature poems. 

4. Names and general descriptions of occupations. 

5. Names of common flowers, birds, trees and shrubs. 

" 6. Collection of curios, or the preparation of a child's museum. 

Note. — Nature study is not a study, but a spirit. It is the spirit of the teacher as related to nature 
development — the spirit of interest in nature for the child. *The observation may include any objects 
which naturally appeal to the child on the earth, in the slcy or in the water. All things must be con- 
sidered as wholes — the flowers are not to be pulled to pieces, the fruits cut into bits, nor to any extent 
the practical uses of any of these things taught. Nature study must not be utilitarian. The instinct 
of curiosity is appealed to largely as the basis of the work, and we are to lead out into the instincts 
of play and imitation. Talks by the teacher, nature stories read to the child, must be depended upon 
to arouse the spirit in the first place and then the teacher is to utilize the material suggested or brought 
into the school by the child. Remember that nature study is to the child and for the child and from 
the child's standpoint, and not with the teacher's mind or from the teacher's standpoint. 

GRADES IV, V, VI, VII 
Exercises and observations 

1 F d [ ^^^ raan — kinds, sources, preparation. 
°° \ for animals — natural, artificial, sources. 

2. Clothing or protection < J^ ^mals I ^°^^^^^> countries. 

3. Observation and study of seeds, grains and fruits. 

4. Study of roots, tubers and bulbs. 

5. Seed testing. 
For germination. 

6. Observation and study of the manner of plant growth and development of plants 

termed as annual, biennial and perennial. 

7. The time of planting and of harvesting. 

8. Gardening. 

(a) Vegetable. 

(b) Flower. 

9. Study of birds. 

(a) Names. 

(b) Time of appearance. 

(c) Useful or harmful. 

(d) Time of disappearance. 

10. Insects. 

(a) Observation and study of the development and Ufe history of several common 

varieties. 

(b) Useful or harmful insects. 

(c) Time of appearing and disappearing. 

(d) Means of destroying harmful insects. 

11. Weights and measm-es. 
Computation of problems. 

Note. — Agriculture for the intermediate grades must continue the nature study spirit and introduce 
the utilitarian values. It should be based almost entirely upon the food products and upon means 
of procuring clothing and other protection. This work is not to be technical nor to deal very largely 
In technical terms. The teacher should remember that there are four years for the completion of this 
work, and these grades should be grouped for these exercises during the four year period, and for one 
exercise per week. The school garden or the home garden should be used as the center around which 
aU of the other work wlU be organized and carried out. 

13 



98 STATE MANUAL AND COURSE OF STUDY 

Agriculture 
Grade VIII 

Agriculture for this grade should be based upon a good elementary textbook. Some of 
the good ones are named at the close of this topic. We would suggest that the exercise 
in agriculture be given on not more than two days a week. In any of the textbooks will 
be found suggestive exercises and these may be enlarged according to the time given to the 
subject and the local opportunity for home garden work. 

The following topics indicate the subjects to be emphasized as found in the ordinary 
textbook. 

1. Study of seeds, grains and grasses. 

(a) Seeds and grains — form and color, weight and content. 

(b) Grasses — varieties and uses. 

2. Study of buds, leaves and stems. 

3. Farm crops grown in the vicinity and uses of each. 

4. Legumes — varieties and uses. 

5. Soils — types, tillage, moistiu-e, fertiUty. 

6. Seed testing for corn, wheat, oats, clover-seed, alfalfa. 

7. Gardening. 

(a) Planning and platting. 

(b) FertiUzing. 

(c) Seed-bed preparation. 

(d) Planting — depth and distance apart. 

(e) Culture and tillage. 

(f) Harvesting. 

(g) Marketing. 

8. The process of potato growing. 

9. The process of corn growing. 

10. Corn judging. 

11. Plant propagation as appUed to fruit culture. 

12. Care of the dairy cow. 

13. The care of milk. 

14. Rotation of farm crops and preservation of soil fertility. 

15. The elements of forestry, especially as applied to the development and care of the farm 

wood lot. 

16. The beautifying of school and home grounds. 

OUTLINE OF SPECIAL STUDIES ACCORDING TO THE SEASON 

Fall Term. 
Farm Crops. Make a study of corn, potatoes, fruits, vegetables, using the material 

in some textbook as a base and also observations in the field. 
Follow this with seed selection; that is, selecting seed corn, seed potatoes, etc. 
Judging exercises — corn, potatoes, vegetables and fruits. 
Study of iveeds, and collecting weed seeds. 
Make a collection of the seeds and grains of the farm crops of the commimity, these to 

be placed in small bottles or pint cans. 

Winter Term. 
Continue exercises in judging of farm products, study different types of farm animals, 

the care and uses of each. 
Give exercises in mechanical drawing. That is, making plats of school grounds, farms, 

home grounds and farm buildings. 
Toward the close of the winter term take up the work in dairying and prepare the older 

students to use the Babcock Tester. 

Spring Term. 

Horticulture. Study different methods of plant propagation, seed testing, testing corn, 

oats, clover seed and garden vegetables, garden preparation and planting. 
Soils. Four principal kinds. Secure samples. Study soil tillage, preparation of seed 

bed, use of fertilizers, development of humus, etc. 
This brief outUne gives the work in the order in which it may be profitably done during 
the year and covers the essentials as found in any elementary text. It is recomrnended 
that it be studied in this order without regard to the order in which the text gives it. 



APPENDIX 



99 



TEXTS 

Agriculture for Common Schools — Fisher & Cotton; Chas. Scribner's Sons. 

Introduction to Agricultm-e — Upham; D. Appleton & Co. 

Beginnings in Agriculture — Mann; The Macmillan Co. 

First Principles of Agricultui-e — Goff & Mayne; American Book Co. 

Productive Farming — Davis; J. B. Lippincott Co. 

Agriculture for Beginners — Burkett, Stevens & Hill; Ginn & Co. 

One Hundred Lessons in Agiiculture — Nolan; Rowe, Peterson & Co. 



PRACTICAL PROBLEMS 

Make the work in agriculture as practical as possible. It should be fitted to the problems 
of the home community. To know how to market the products is ol as much importance 
as to know how to raise them. Detailed study of farm markets in the daily papers should 
be given consideralale attention both in^^agriculture and arithmetic. Practical problems 
based upon the home market quotations should be used to a large extent. 



Detroit. 

Detroit, April 12.— Cattle: Receipts, 1,427; 
marlcet active and steady; best heavy steers, 
$8 25 @8 75; best handy weight butcher steers, 
$7 75 @8 50; mixed steers and heifers, S7 25 @8; 
handy light butchers, $6 50 @7 50; light butchers, 
$6@7; best cows, $6 50 @7; butcher cows, $5 @ 
6 25; common cows, $4 25 @5; canners, $3 50® 
4 25; best heavv bulls, $6 25 @7; bologna bulls, 
S5 50 @6; stock bulls, $5 @5 50; feeders, $6 75 
@7 75; stockers, $5 50 @ 7.25, milkers and 
springers, $40 @75. Veal calves: Receipts, 725; 
marltet steady; best, $10 ©10 50; others, $7 @ 
9 50. Sheep and lambs: Receipts, 960; market 
50c higher than last week; best lambs, $11 50 
@11 65; fair lambs, $11 25@11 40; light to com- 
mon lambs, $9 .50@10; clipped lambs, $9 50 
@9 75; fair to good sheep, $8@8 50; culls and 
common, $6 50 @7. Hogs: Receipts, 7,393; 
pigs, $8 25 @8 50; mixed, $9 40 @9 60. 



Primary wheat receipts were 2,042,000 bushels, 
compared with 353,000 bushels a year ago. Ex- 
ports of wheat and flour were 1,044,000 bushels. 



Prices in the Detroit market a year ago were 
$1.60 for No. 2 red wheat, 74c for No. 3 corn and 
61 J^c for standard oats. 



Cloverseed is in sharp demand and the price 
shows a jump of 40c. Other seeds are steady 
and quiet. 

Receipts of wheat were 3 cars and stocks 
353,000 bushels, against 209,000 bushels a year 
ago. 

Local demand for oats is slow. Exporters are 
buying and the market is steady. 



Flour receipts Wednesday were 1,000 barrels 
and shipments 2,000 barrels. 



Rye is quiet and unchanged. Shipping id im- 
proving, but still very slow. 



There is some shipping demand for corn, but 
not much local trade. 



Beans are 
moderate. 



firm and scarce. Demand is 



Wednesday's Quotations. 

WHEAT — Cash No. 2 red, $1 24; May opened 
with an advance of J^c, advanced to $1 25 J/^ and 
closed at $1 25; July opened at $1 22,^, advanced 
to $1 24>^ and closed at $1 24; No. 1 white. 
$1 19. 

CORN— Cash No. 3, 75c; No. 3 yellow, 77i^c; 
No. 4 yellow, 74 @75c. 

OATS— Standard, 41J^c; No. 3 white, 47Hc; 
No. 4 white, 45 @46c. 

RYE— Cash No. 2, 93Hc. 

BEANS — Immediate and prompt shipment, 
$3 65; April, $3 70; May, $3 75. 

SEED — Prime red clover, $10 50; prime alsike 
$9 35; prime timothy, $3 60. 

HAY — No. 1 timothy, $19 50@20; standard 
timothy, $18 ,50@19; light mi-xed, $18 50@19; 
No. 2 timothv, $16 @17; No. 1 mixed, $15 @15 50; 
No. 2 mixed, $11 @13; No. 1 clover, $12@13: 
rye straw, $7 50 @8; wheat and oat straw, $6 50 
@7 per ton in car lots, Detroit. 

FLOUR — In one-eighth paper sacks, per 196 
lbs., jobbing lots: First patent, $6 50; second 
patent, $6 20; straight, .$5 90; spring patent, 
$6 80; rye flour, $6 per bbl. 

FEED — in 100-lb sacks, jobbing lots: Bran, 
$24; standard middlings, $25; fine middlings, $30; 
coarse cornmeal, $30; cracked corn, $21 50; corn 
and oat chop, $28 per ton. 



Articles. 



Comparison of Prices. 

Low. High. Close. 



No 2 red wheat 

May $1 23J^ $1 253 



$1 24 
1 25 



Mon- 
day's 
close. 

$1 22 



July 

No 1 white. . . . 

No 3 corn 

No 3 yellow . . . 
Standard oats . 
No 3 white oats 

No 2 rye 

Cash beans. . . . 



1 22H 1 241^ 



24 
19 
75 
77 J^ 
481^ 
47 J^ 
93 H 
65 



23 
22 
17 
75 

77 H 
48 >^ 
47 J^ 
93 J^ 
65 



These quotations were taken from the Detroit Free Press, April 13, 1916. Procure a 
current paper and compare these prices with the present prices. Ask pupils questions 
in regard to the difference in the prices such as: Why was pork high in April? Is it 
usually higher in the spring than in the fall? Why? Is it profitable to raise hogs in Mich- 
igan? When is the best time to put them on the market? Why? Which is the best market 
for pork — Chicago, Detroit or Buffalo? Why? 

Ask similar questions in regard to wheat, cattle, potatoes, sugar beets, dairy products, 
beans, truck farm products, fruit, or any local products. 



BOOKKEEPING 

In accordance with the suggestion ofithe committee of twelve Ihe following simple forms 
of keeping accounts are outlined. It is thought that the work is best fitted for the winter 
term when the older pupils, especially the boys, are most likely to attend school. 

It is not necessary that a teacher be master of the intricacies of bookkeeping to teach 
the following business forms and accounts. 

The aim of bookkeeping is to keep concise statements of every transaction. So be 
sure to make full explanations and save every piece of evidence that comes into your 
possession. Be prepared for the imexpected. 

Preparatory work. 

1. Teach method of ruhng, and of writing dollars and cents in columns. 

2. Give much practice in footing columns and striking balances. This is done as follows: 
Add the debit and credit money columns. Place the difference (red ink) in the smaller 

column, and in the item column at the left, write the word "Balance" (red ink). The 
sum of each column will then be the same. Two red Unes are drawn below the footings 
to indicate that the account is closed. The difference (black ink) is then placed in the 
money column of the larger side and the word "Balance" (black ink) written in the item 
column. 

3. Teach the general rules that, — 

What costs value belongs on the debit side, i. e., left hand side. 
What brings value belongs on the credit side, i. e., right hand side. 
All cash on hand and received, belongs on the debit side. 
All ca.sh paid out belongs on the credit side. 
The balance of cash account always shows the money on hand. 
A draft is based upon the theory that the drawee has money in his'possession belonging 
to the drawer. 

A note, order or draft is negotiable only when made payable to "order" or "bearer." 
Notes, drafts and checks when made payable to order must be indorsed before they 
are negotiated or before they are cashed. Bear in mind that liability is usually incurred 
when we indorse any paper. 

Business men prefer to pay debts by check because this avoids the necessity of keeping 
money on hand. Before the holder can obtain the cash he must indorse the check. This 
paid check is returned to the maker and serves as a receipt. 
The indorsements are always on the upper left hand end. To illustrate: 
As you look at the note following, the writing commences at the left hand end and your 
pen is in your right hand. Turn the note over with the left hand and across the back 
near the top, and where the left hand is, write the indorsement, or in other words the 
indorsement will be on the spindle end of the note. 

The following are some of the different kinds of indorsements: 

Blank John Roe. 

QuaUfied Without Recourse. 

John Roe. 

Restrictive Pay to John Doe. 

John Roe. 

Waiving Protest Waiving Protest. 

John Roe. 

Successive John Roe. 

Henry Doe. 
Dean Snow. 



APPENDIX 101 

The following are some of the common forms of business papers as used in business: 

Receipt 



b^?-^^^ 






Note 






Joini Note 












102 STATE MANUAL AND COURSE OF STUDY 

Check 








Sight Draft 



J^o.-.^^ ^ ""^ ^ S^^"^^ 



Bank Draft 






APPENDIX 



103 



Define, illustrate and give the value and meaning of every paper used in the course, 
or in business. Use the dictionary, or have some commercial law text from which an 
explanation of the terms can be obtained. Get copies of the real papers from some local 
bank or insurance office. The common papers are notes, checks, insurance policies, con- 
tracts, (teacher's contract) leases, deeds, (quitclaim and warranty) mortgages, (chattel, 
and land) abstracts, etc. 

Draw up a promissory note and see if it conforms to the following points: Is it sure to 
come due? Is it properly signed? Is it with or without interest? Is the amount to be 
paid definitely stated? 

When due to whom must it be presented for payment? If payment is refused what is 
the next step to take so as to hold the indorsers. (The note must be protested, and on the 
day that it is due. Any bank will gladly inform you all about notes.) 

Do not allow hotes to run over the due date. Why? Define and illustrate certified 
checks, bank drafts, cashier's checks. Discuss the various ways of sending money out of 
town and advantages or disadvantages of each way. 

Discuss fire insurance. Get an old policy and study carefully all of the provisions, 
especially those that are written in or are attached to the standard form. 

This part of the course can be made very interesting, useful and instructive. The 
different pha.ses suggested above are only a few of the many that can be taken up. Many 
misunderstandings could have been avoided if the parties had put in writing what they 
were to do. Insist that students read over every piece of paper and understand the mean- 
ing of every word that is used before they sign it. 

The field is so broad that one does not know where to stop. Business is always changing. 
That is what gives it fife. Be patient, be thorough, keep at it and compensation will 
more than repay for the effort. 



Statement Form of Account 
Student in Account with H. B. Clark 



1914 



Dr. 



Jan. 

u 

Feb. 

Mar. 
11 


3 
5 

15 
5 
5 

28 

5 

8 
2 


To 25 lbs. Sugar @ $0.05 
" 4 " Coffee .20 
" 6 " Crackers .10 
" 1 bbl. Apples 
" 1 doz. Oranges 
" 3 bu. Potatoes .60 

Cr. 

By Cash 

" 3 Days' Work @ 1.25 
" 500 ft. Lumber 12. M 

Balance due 


$1 

1 

3 
3 

6 


25 

80 
60 
00 
30 
80 

00 

75 
00 


7 


75 


Jan. 
Mar. 


12 


75 








5 


00 




Received of (student) 

Five dollars to balance account. 

H. B. Clark. 





Exercise No. 1. 



Journahze, post, take a trial balance, make a statement of resource and liability, also 
of loss and gain; close the loss and gain accounts in the ledger, and leave it ready for the 
next exercise. 



104 



STATE MANUAL AND COURSE OF STUDY 



Jan. 1. You commence business and invest cash, $5,000. 

Bought a bill of merchandise for cash, $2,000. 

Sold a bill of merchandise for cash, $1,200. 
Jan. 2. Bought a bill of merchandise for cash, $2,000. 

Sold a biU of merchandise for cash, $200. 

Bought a bill of merchandise for cash, $500. 

Sold a bill of merchandise for cash, $98. 
Jan.. 3. Paid cash for freight, $25. (Debit Mdse.) 

Received cash for bill of merchandise, $328.25. 

Bought a bill of merchandise for cash, $229.38. 
Inventory : Merchandi.se, $3,000. 



Exercise No. 1 will appear as follows when journahzed: 



Lansing, Mich., Jan. 1, 19 — . 



10 



201 
20 


Cash 
Student 


20 
20 


Merchandise 
Cash 


20 
20 


Cash 

Merchandise 


20 
20 


Merchandise 
Cash 


20 
20 


Cash 

Merchandise 


20 
20 


Merchandise 
Cash 


20 
20 


Cash 

Merchandise 


20 
20 


Merchandise 
Cash 


20 
20 


Cash 

Merchandise 


20 
20 


Merchandise 
Cash 



Commenced business, 
investing cash. 

Bought bill of mer- 
chandise from Hill & 
Co. for cash. 

Sold Jones & Co., bill 
of merchandise for cash. 

Bought bill of mer- 
chandise from Hill & 
Co. for cash. 

Sold Hume & Co., for 
cash, merchandise. 

Bought a bill of mer- 
chandise from Snow & 
Co. for cash. 

Sold Frost, W. A., bill of 
merchandise for cash. 

Paid I. N. R's bill for 
freight. 

Received cash from 
Lane & Co. for mer- 
chandise. 

Paid Hill & Co. cash for 
merchandise. 



$5000 


00 


1 
$5000 


2000 


00 


2000 


1200 


00 


1200 


2000 


00 


2000 


200 


00 


200 


500 


00 


500 


98 


00 


98 


25 


00 


25 


328 


25 


328 


229 


38 


229 



00 
00 

00 
00 

00 
00 

00 
00 
25 

38 



(Figures at left margin indicate page of Ledger where each item is posted.) 



APPENDIX 



105 



Exercise No. 1 will appear as follows when posted and closed. 

Student, F. M. 

245 State St., Lansing, Mich. 



20 



*Jan. 



P. W. 





5071 


87 


Jan. 


1 
3 


5071 


87 






Jan. 


3 



Net Gain 



P. W. 



10 
20 



5000 
71 



5071 



5071 



00 

87 



87 



87 



Cash 



Jan. 


1 


(Explanation 


10 


5000 


00 


Jan. 


1 




10 


2000 


00 




1 


column see 


10 


1200 


00 




2 




10 


2000 


00 




2 


note below.) 


10 


200 


00 




2 




10 


500 


00 




2 




10- 


98 


00 




3 




10 


25 


J 00 




3 




10 


328 


25 




3 




10 


229 


38 






Balance 








*Jan. 


3 


Balance 




2071 


87 




6826 


25 


6826 


25 


Jan. 


3 


2071 


87 











Merchandise 



Jan. 


1 




10 


2000 


00 


Jan. 


1 




10 


1200 


00 




2 




10 


2000 


00 




2 




10 


200 


00 




2 




10 


500 


00 




2 




10 


98 


00 




3 




10 


25 


00 




3 




10 


328 


25 




3 




10 


229 


38 


*Jan. 


3 


Inventory 




3000 


00 


*Jan. 


3 


Loss and Gain 
Inventory 


20 


71 


87 
















4826 


25 


4826 


25 


Jan. 


3 


3000 


00 









Loss and Gain 



*Jan, 



Student's 
Net Gain 



20 


71 


87 


Jan. 


3 





Mdse. 



20 



71 



87 



(*Red ink. All rulings in red ink.) 

Explanation column. When the amount is from the journal no letter is used as no letter 
means the journal, but C. indicates cash book; S., sales book; /., invoice book; B. B., bill 
book, etc. The number "10" indicates that the $5000 is from page ten. If the letter C. 
was written in the explanation column it would mean that the amount was from the cash 
book, page ten. 



106 



STATE MANUAL AND COURSE OF STUDY 



Exercise No. 1 appears as follows in a trial balance and financial statements 
Trial Balance Jan. 8, 19 — . 







Student 

Cash 

Merchandise 

Statement of Resources 
Mdse. Inventory 
Cash 

Total 
Liabilities None 

Present Worth 

Statement of Gains 
Mdse. Inventory 
" Debit 

" Gain 
Losses None 

Net Gain 

Capital at beginning 
Net Gain 

Present Worth or Net Capital 


2071 
2928 


87 
13 


5000 


00 




5000 


00 


5000 


00 






3000 
2071 


00 

87 


5071 











87 




5071 


87 






3000 

2928 


00 
13 


71 











87 




71 


87 






5000 
71 


00 

87 


5071 










87 






1 1 


1 



Exercise No. 2. 

Treat this exercise as you did the first one. Open new accounts as needed, leaving 
one-half page for the proprietors, a page each for merchandise and cash, one-half page 
for expense, one-half page for loss and gain, and seven lines for each of the other accounts. 
Jan. 4. Sold a bill of merchandise for cash, $2,000. 

Bought the store and lot for cash, $3,000. 

Paid $500 for a bill of merchandise. 

Paid $25 for repairs on store. 

Received $50 for rent of office rooms in the store from Dr. John. 
Jan. 5. Sold a bill of merchandise for cash, $600. 

Paid $50 for insurance on the store. 

Increase your investment in cash, $4,000. 

Buy a horse and wagon for cash, $500. 

Paid $50 for feed for the horse. 

Paid the dehveryman cash, $25. (Debit Mdse.) 

Sold for cash $10 of the feed that we bought for the horse. 

Rented the horse and wagon for cash, $5. 

You take $10 worth of the merchandise home. 
Inventories: Merchandise, $900. 

Store and lot, $3,500. 

Horse and wagon, $500. 

Feed, $20. (Expense.) 



(The net capital at closing should be $9,506.87.) 



APPENDIX 107 

Be sure to close all of the loss and gain accounts, and any other account that balances. 
Look and see if all inventories are below the double ruled lines before you commence the 
next exercise. If they are not down in the proper place, you will be unable to obtain a 
trial balance. 

After having completed Exercise No. 2 the pupil is ready for Exercise No. 3. This 
exercise contains some transactions which are journaUzed as indicated in the following 
illustration. 

James, J. Sold J. James on account the 250 00 

Merchandise following bill of mdse. 250 00 

6. 
Notes Receivable Sold R. Allison on his 30-day 200 00 

Merchandise note the following bill of mdse. 200 00 

6. 

Field, M. Gave M. Field oiu- 30-day note 500 00 

Notes Payable and cash to balance account. 300 00 

Cash 200 00 

Exercise No. 3. 

Jan. 6. Sold J. James bill of merchandise on account, $250. 

Sold R. Grimes bill of merchandise on account, $25.13. 
Sold R. AlUson bill of merchandise on his 10-day note for $200. 
Bought a bill of merchandise from M. Field on account, $500. 
Jan. 8. Received from J. James his 10-day note for $250. 

Received from R. Grimes his check in full of account. 

Gave M. Field our 30-day note for $300, and check for the balance that we 

owed him. 
Bought bill of merchandise from H. Stewart on account, $500. 
Jan. 9. $12 worth of merchandise has been destroyed. 

Sold J. Cooper on account the following merchandise: 

13 lbs. of rice at 5^c. 

15 lbs. of sugar at 7§c. 
9 lbs. of coffee at 25hc. 
Bought the following bill of merchandise from J. Wanamaker, on account: 

500 yards of cotton, 2^c. 

700 yards of flannel, 25|c. 
1251 yards of tweed, 87^c. 
Paid $50.39 cash for freight to the railroad. 
Bought 9 tons of coal for use of store, $5.50 per ton. 
Paid $1 for shoeing the horse. 
Bought the following bill of merchandise from J. Wanamaker, on account: 

1255 yards of cotton, 25c. 
755 yards of calico, 10|c. 
Sold J. Cooper on account the following merchandise: 

25 yards of cotton, 55C. 

15 yards of caUco, lO^c. 
George Alway wishes to enter into partnership with you. You agree to admit 

him by his paying you in cash one-half of the present worth of the business. 

In oi'der to do this you will make a statement of the resources and Uabilities, 

loss and gain, as in No. 2. 

Inventories: Merchandise, $3,000. 
Store and lot, $3,500. 
Horse and wagon, $500. 
When you have found how much Mr. Alway is to pay make the following 
journal entry, post and balance up j'om- account and close all of the loss 
and gain accounts and all other accounts that balance and do the next 
exercise. 
Student George Alway pays cash for 4785 . 97 

George Alway one-haK interest in the business. 4785.97 

(Net Gain $65.06) 



108 



STATE MANUAL AND COURSE OP STUDY 



CASH BOOK 

The Cash Book is one of the labor saving books. All transactions that have cash in 
them are put into this book. The left hand page is for cash that is received, and the right 
hand page is for the cash that is paid out. In case of doubt as to how to make the cash 
book entry, determine how it would appear journaUzed. Those items that are put on the 
left hand page of the cash book are posted to the credit side of that account in the ledger, 
and those on the right side of the cash book are posted on the debit side of that account 
in the ledger. (The left hand side of the account in the ledger is called debit side and the 
right hand side, the credit side.) The difference between the two sides of the cash book 
is the amount of cash on hand, and this balance can never be on the credit side. That is, 
you cannot pay out more money than you take in. 



The following journal entries are from Set No. 1. 

Cash 

Student 



Merchandise 
Cash 

Cash 

Merchandise 



5000 00 



2000 00 



1200 00 



5000 00 



2000 00 



1200 00 



The following illustration indicates how the journal entries given above appear in the 
Cash Book. 

CASH BOOK 
10 (page) (page) 11 







Cash in 
















Cash out 












6 


Student 


5000 


00 










6 


Mdse. 


2000 


00 


2000 


00 




6 


Mdse. 
Balance 


1200 


00 








= 


= 


Balance 
(red ink) 






4200 


00 








6200 


00 






6200 


00 




4200 


00 




























^ 


















0) 


a 






o 






CI 

'-3 

c3 








1 

X 










bC 


"E 





Write Exercise No. 4, introducing the Cash Book. 

Jan. 10. Deposited all cash on hand in bank. 

Sold J. James bill of mdse. for cash, $37.39. 

Sold J. Cooper bill of mdse. for cash, $3.98; he also paid amount due us. 
Received $100 from J. James on his note. 
Paid $298.76 for mdse. by check. 
Paid J. Wanamaker $396.29 on account by check. 
Paid $200 on om- note by check. 

Discounted our 30-day note at bank. Face of note, $500. 
Discounted at 6%. 

Deposit all cash on hand. 



APPENDIX 109 

Jan. 11. Sold bill of mdse. to G. Hughes for cash, $7.63. 

Bought 5 tons of coal at $4.35 for use of store. Paid by check. 

Paid J. Wanamaker in full of account. Bought N. Y. Draft for which the bank 

charged $1.00. 
Sent our certified check to H. Stewart in full of account. 
Bought one ton of hay, $20.00. Paid by check. 
Bought one package of envelopes, $0.54 for cash. 
Deposited all cash on hand. 
Jan. 12. Paid by check $250 taxes and a fe^^ of $2.50 on store. 

Bought bill of mdse. from M. Field, $546.25. Paid by check. 
Received $50 from H. Stone, for mdse. 
Each partner withdraws $25 cash. 
The firm gives $5.00 check to charity. 
Sold some boxes for $1.25 cash. 
Paid janitor of store $25 by check. 
Paid $13.45 for advertising by check. 
Deposit all cash on hand. 
Post, take a trial balance. 
(Cash balance, $1685.43.) 

Exercise No. 5 contains some transactions that are journalized as follows: 

Merchandise Gave Swift & Co. our 10-day 858 79 

Notes Payable note with interest at 6%. 858 79 

13. 
Notes Payable Paid Hill & Co. for our 30-day 400 00 

Int. and Dis. note for $400 at 6%. 2 00 

Cash 402 00 

13. 
Cash Hume & Co. paid their 30-day 402 00 

Notes Receivable note for $400 int. 6%. 400 00 

Int. and Dis. 2 00 

Exercise No. 5. 

Jan. 13. Bought bill of mdse. $565.75 from M. Field for which we gave our check for 
a bank draft. The bank charged |%. 
Bought bill of mdse. worth $858.79 from Swift & Co., on our 10-day note with 

Sold bill of mdse'. worth $398.76 to F. Riley for his 30-day note at 6%. 

Sold bill of mdse. worth $400 to Hume & Co., on account. 

Bought 100 barrels of apples at $3.50 from G. Doolittle on our 10-day note 

at 6%. 
We borrow $2,000 from R. Weston and give a 5-year mortgage on the store 

bearing 5%. 
We buy a house and lot at 529 Palace Coiu-t for $3,000 cash. 
We pay $257.86 for repairs on the house. 
We rent the house at $50 per month, payable in advance, to Dr. Hodges. 

The doctor pays the month's rent by check. 
Paid deliveryman $20 by check. 
G. Alway takes home $25.39 worth of mdse. 
Jan. 15. Sold 50 barrels of apples to Hume & Co., at $4.50 per barrel on account. 

Bought bill of mdse. from Swift & Co., worth $895.79. We gave them our 

sight draft on Hume & Co. for $225; and our check for the balance. 
We insure the house for $2,000. Fee, $15. Paid by check. 
Cash sales, $227.38. 

Sold the rest of the apples to Hume & Co., at $4.75 per barrel on account. 
Bought 600 bushels of potatoes from Hume & Co., on account, at 50c and sold 

the same while in his hands to W. McLean at 75c cash. 



110 STATE MANUAL AND COURSE OP STUDY 

Pay by check, $98.76 to the P. M., for freight. 

We accept G. DooUttle's offer to take $350 for our 10-day note. 

Pay by check. 
We buy 400 bu. potatoes at 50c from Rose & Co., and give in payment a sigh 

draft on Hume & Co. 
Sold $900 of mdse. to Hume & Co., on account. 
Sell $1,250.87 mdse. to G. Curtis who pays by bank draft. 

Balance sheet. 

Inventories: Mdse., $4,000. 

Store, $3,800. 

House and lot, $4,000. 

Horse and wagon, 



(The net gain is $1,895.74. 
Student's present worth $5,708.83. 
Alway's present worth $5,683.45.) 



WRITING 



General Information 

The First Essential to Successful Teaching is the Teacher. If you know that you cannot 
write well with the muscular movement, take up the systematic course of practice as 
outhned in this Course of Study and master it. You will meet with no success in teaching 
this important subject until you do. The teacher must learn to write well on the black- 
board. Ten or fifteen minutes a day of practice at the blackboard will in ten weeks enable 
the teacher to place copies before her class. Never require pupils to practice without a 
copy. 

The Second Essential is Materials. Use a steel pen of medium size and moderately 
fine point. Stub pens should never be used. The holder should be quite large, of cork, 
wood or rubber — avoid metal; a good quality of white paper, ruled about f-inch for the 
second and third grades, and standard ruhng for the other grades. Ink must be free- 
flowing and dark — a good writing fluid is best. The desk must fit the child. Poor materials 
are dear at any price. 

The Third Essential is Position. A good position is absolutely essential for the acquire- 
ment of a good handwTiting. The writer should sit facing the front, and in the middle 
of the seat. The feet must not be pushed out in front, nor way back. The arms must 
rest on the desk so that the elbows extend over the edge about an inch and the arm and 
hand holding the pen at right angles to the fine of WTiting and with the other liand holding 
the paper just above the line of writing and on the edge of the paper. The holder is held 
loosely between the thumb and second finger, the first finger resting upon the top of the 
holder and near the end. When properly held the holder will point between the elbow 
and shoulder, or over the shoulder. No part of the wrist or hand must touch the paper 
except the nails or tips of the thu-d and fourth fingers. The paper should be pushed from 
the body, and not the arm pulled off the desk, as the writing progresses down the page. 
The elbow may be shifted a little in wi-iting the fine, or the paper moved to the left a trifle. 

The Fourth Essential is Form and Freedom. One should not be sacrificed for the other, 
but both carried along side by side. If the teacher thinks she cannot do this then form 
should be given the more attention in the first three grades. Writing is a commercial 
subject, and in these times speed and legibility are both necessary — one has httle value 
without the other. All letters should be simple, free from flourishes and slanting to the 
right. 

The Fifth Essential is Practice. The movement drills are means to an end, not the end. 
Begin applying movement to writing of letters and words in the fu'st gi-ade. Aimless 
practice accomphshes nothing. The writing lesson should be planned the same as any 
other lesson. A good plan is to practice the exercise fu'st, then the letter, then the letter 
in the word, then the word in the sentence — giving about the same length of time to each. 
Encourage muscular movement in all written work, and accept nothing but the pupil's 
best. Exhibit pages of movement drills and written work, and send specimens to your 
principal or commissioner. 

If you will observe these five Essentials, you will succeed; neglect any one of them and 
you will fail. 



112 



STATE MANUAL AND COURSE OF STUDY 




APPENDIX 



113 




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^JzyJ,J^yJJj^JMUA,2l^.^A^Uiy^ 



15 



114 



STATE MANUAL AND COURSE OF STUDY 




y 
















c/y-c^'-^^^^z^jif^z^-- 




APPENDIX 



115 
















(^7^ <^r^ 







116 



STATE MANUAL AND COURSE OF STUDY 




<;i:^<?-Z-^ 



/ B-Ol; PPPP, 





o-7^2y ^,.^:^.c,'^C.-''^-Ca^^^^ 





GEOGRAPHY 

Suggestions for Teaching Grade Geography 

THIRD GRADE 
Purpose 

To provide the child, thi'ough observation and experience, with such fundamental 
geographic concepts as will be helpful to him in the later grades when he is required 
to go in imagination to distant regions which he beyond the horizon of his observation 
and experience. 

Method 

The work in class should be based upon and grow out of observations, field trips, 
and the fii'st hand study of the various features and phenomena of the home environ- 
ment. A text is not needed and formal definitions should not be taught. 

Outline of Topics for Observation Study 
1. Seasons: 

a. Introduction. Have several lessons appeaUng to the child's experience and 
intended to make clear to him how change of seasons influences his games, the occu- 
pations of his people, the plant and animal hfe about him. These lessons should 
arouse interest in the succeeding lessons and observations of seasons and at the same 
time emphasize that which is vital and essential in modern geography, viz., the 
relations of hfe to its enviromnent. 

b. Observations to be made. 

Beginning in September with the autumnal equinox a series of bi-weekly or 
monthly observations should be started and carried on throughout the year with 
the purpose of determining : 

(1) Time of sunrise and sunset with the consequent varying lengths of day 
and night. 

(2) Direction in which the sun rises, its path through the sky and direction 
in which it sets. 

(3) Noon altitude of the sun, or angle of the sun's rays as shown by the 
length of shadow cast by a vertical post. 

A record should be kept of these observations, especial care being taken to make 
accurate observations on the vernal and autumnal equinoxes (March 21 and September 
23) and the winter and summer solstices (December and June 22.) 

In connection with, and while making these observations the directions, north, 
south, east and west should be taught. Avoid the expressions "up" for north and 
"down" for south. Do not teach that east is where the sun rises and west is where 
it sets. As the observations proceed the pupil will see that the sun rises in the east 
and sets in the west only at the time of the equinoxes. Let him think of north as 
the direction in which the shadow of a vertical post falls at noon. Toward a point 
directly under the pole star may also be taught as north in connection with the obser- 
vations on the stars. 

At the close of the year in May or June, these observations should be summarized 
and a conclusion reached as to the cause of the change of seasons. It ought not to 
require much questioning to show that summer is warmer than winter because the 
days are longer, the nights shorter and the sun's rays steeper, and that change of 
seasons is due to the changing length of day and night and the changing angle of 
the sun's rays. That steep rays heat more than slanting rays will usually be de- 
monstrated by a single day's observation of the difference in temperature between 
sunrise and noon. The above explanation of seasons is the only one that should 
be attempted in this grade because it is the only one that can be made in terms of 
the child's experience. The shape and motions of the earth shouldnot be mentioned 



118 



STATE MANUAL AND COURSE OF STUDY 



3. 



in this grade in connection with season, and the explanation which involves their 
use, should be postponed until the sixth grade. 

Moon, planets and stars. 

In connection with the above observations on the position of the sun in the sky, 
frequently call the pupil's attention to the moon, the brighter planets, — such as 
Mars, Jupiter and Venus, — and the stars. If possible, lead them to see that these 
also move across the sky from east to west similar to the sun. Observe the position 
of the crescent moon, the half moon and the full moon at sunset. No explanation 
of these various phases of the moon should be given, but such observations will pave 
the way for an explanation in the later grades which will do awaj^ with the quite 
prevalent idea that the crescent moon and some of the other phases are due to the 
shadow of the earth on the moon. Teach the Great Dipper (Ursa Major) and how 
from it to find the pole star, also Orion, the great square of Pegasus, Leo, etc., with 
a few bright stars, such as Vega, C'apella, Arcturus and Sirius. 

While not properly included imder geography, a loiowledge of the few of the heavenly 
bodies cannot fail to lend interest to the sky and call attention to the motion of all 
these bodies across the sky or around the pole star. 

Weather observations. 

Parallel with the above observations, a non-instrumental record of weather observa- 
tions should be kept. This should include state of the sky, temperature, precipita- 
tion, directions of wind, etc., for each day in the school year. 



Date. 


Sky. 


Temperature. 


Precipitation. 


Wind. 


Remarks. 


Nov. 1. 
Nov. 2. 
Nov. 3. 


Cloudy. 

Fair. 

Clear. 


AVarm. 
Cooler. 
Very cold. 


Rain. 
Frost. 


S. E. to S. 
S. W. to W. 
AV. & N. AV. 





The above table is only suggestive. Under remarks, a record of many interesting 
phenomena may be kept, such as first frost, leaves of maple beginning to tiu-n red, 
wild geese flying south or north, first robin, etc. The mere keeping of such a record 
will stimulate the closest and most varied observations, each pupil being anxious to 
out-do the others. The keeping of a record furnishes many a point of departure for 
further observation, such as the more detailed study of snow crystals, dew, frosts, 
the effects of various temperatm-es and wind velocities upon rate of evaporation. Do 
not attempt to explain evaporation or condensation but rather to stimulate the 
observation and accumulation of facts concerning these processes. 

Aim to correlate wind directions with state of the sky, temperature, precipitation, 
and to determine what winds give us the clearest skies and coolest weather, or warmer 
temperatures, cloudy skies and rain or our heavy snow storms. The explanation 
of all this will come in the later grades. The child should learn that it is changes in 
the directions of the wind that cause changes in weather. 

4. Forms of land and water. 

The aim of the observations undertaken should be to give the child good clear 
mental pictures of such relief and water forms as valley, gully, gorge or canyon, 
flood plain, alluvial fan, slope, hill, divide, brooks and rivers, rapids and falls, lakes 
and swamps, together with some notion of the action of streams in washing and 
depositing so as to form many of the above relief forms. 

These are to be studied through field trips and excursions. It is left to the teacher's 
ingenuity to find time and place for these excursions, but it is strongly urged that 
she manage in some way, at noon, at recess, or after school, to take many of these 
trips. She should first go over the ground and carefully plan out each trip in advance. 
Let her walks through the fields have a pm-pose in them. Visit some near-by creek 
or brook, wander along its banks from time to time noting how mud, sand and gravel 
are being carried or rolled along its bottom, how this load of waste and the volume 
of the stream vary before and after storms, how the stream is cutting on the outside 
and depositing on the inside of every curve, how some valleys are narrow at the bot- 
tom or V-shaped, while others have flood plains on either side. On theXsteeper 
slopes along these valleys or of some neighboring hill, the temporary torrents or 



APPENDIX 119 

streams, which gather after a heavy ram, may have cut these slopes with gulUcs and 
at the lower end of these gullies have spread out their load of sand and gravel into 
fan-shaped deposits known as alluvial fans or cones. A delta formed in a wayside 
puddle by the deposition of waste from some mud-laden streamlet will usually illustrate 
all those characteristics and features of such larger deltas as those of the Mississippi 
or the Nile, and with the great advantage that they can be grasped as a whole by the 
child's mind, thus forming a concept which can later be enlarged to include those 
more distant ones. In this w^ay the teacherrshould plan and prepare for the various 
field trips which she hopes to give during the year. 

This out-of-door geogi'aphy and these field trips should riot be confined to the third 
grade alone. Whenever in" the later grades the home region fiu-nishes anything 
which can aid in making real to the pupils some distant region, then that particular 
thing or feature should be the introduction to the distant region and should be re- 
visited and restudied. 

Maps and Mapping 

There are few tilings which a child acquires or ought to acquire in school that, will 
be of more permanent value to him than the abiUty to read and use a map. A map 
is not a picture. The features represented on a map are represented by means of 
symbols which often have no resemblance to the features themselves. The map work 
in this grade should therefore be to make the child familiar: 

1. With the things and geographical features themselves. 

2. With the use of symbols by which these features are represented upon maps. 
The pupils should never be required to use a sjonbol on a map until he has become 
familiar, either through observation and experience or pictures, with the thing 
symbolized. 

The first maps studied by the child should, therefore, be of things and places with 
which the child is so familiar that neither time nor attention need be spent upon the 
things themselves, but be centered upon the idea of representing them by symbols. 
Maps or plans of the schoolroom and school yard should, therefore, be used first. 
The idea of scale enters at once, as soon as the region mapped becomes larger than the 
paper upon which it is mapped. The maps should be drawn to scale, a half, quarter 
or eighth of an inch on the paper, representing a foot, yard or rod on the region mapped. 
As the observation work is extended so as to include streams, valleys, hills, plains 
alluvial fans, etc., the maps of these various featm-es should be extended until at the 
close of the year the child is familiar with both the region and its map. 

Just as the idea of scale should be introduced very early, so also should the idea of 
directions on a map. The maps drawn in this gi-ade should always contain some 
symbol to indicate directions such as an arrow which points north, or some other 
device. The teacher should make no effort to have north always at the top of the 
map. Indeed, it would be well that north be often at the bottom, at one side or one 
corner of the map, the child always telling where north is by the symbol employed 
to indicate dkection. On only a few of the maps studied in the later gi-ades will the 
top be north, that is, will a Une drawn from any point on the map straight to the top 
be a north and south Une, but every map wiU contain a symbol which indicates du-ec- 
tion and the child should early acquire the habit of looldng for the dii-ection symbols 
on every map. 

The teacher should draw the maps of the schoolroom, school grounds and school 
district, herself. There is nothing to be gained by having the pupils draw them. 
The object of this work is to teach the pupils to understand maps and use maps, 
not to draw maps. Map di-awing comes later. The maps made by the teacher should 
be drawn to scale, be large enough to be seen from the seats, and be upon diu-able 
material so they can be carried about the room and out-of-doors. 

The teacher should plan exercises to di'ill the pupils in identifying symbols, telling 
direction from the map, and using the scale. Let different pupils go to the map and 
point to the symbols for then- own seats, the seats of other pupils, the teacher's desk, 
stove, etc. Let one pupil walk about the room and another point out on the map 
where he went. Let them tell from the map the du-ection of various objects in the 
room from the teacher's desk, the stove, etc. Let pupils measure on the map and 
use scale to find the distance various objects in the room are from each other. Have 
similar exercises on the map of the school grounds. The map of the school district 
should show each pupil's home so that he can point it out, find the distance from school, 
etc., by means of the scale of miles. This drill work cannot be overdone and the better 
the pupils understand these local maps the better prepared they will be to understand 
maps of distant regions in the next grade. 



120 STATE MANUAL AND COURSE OF STUDY 

Occupations and Industries of the Home Region 

Observation work is just as necessary in the study of industries as in the study of 
weather, seasons and streams. The aim of the work should be to give the pupils 
good, clear concepts of the various industries of his home environment which shall, 
in the later grades, be the basis for imagining the industries of distant regions. 

1. Agriculture. 

In the fall make a study of the various crops raised in the vicinity, the soils upon 
which they grow, the processes of gathering those crops, and the uses to which they 
are put. In the spring the preparation of the soil, planting and tilhng of various 
crops should be studied. Note especially the relation of soil both to the kinds of 
crops raised and the quantities produced, — what crops are raised on sandy soils, 
loams, heavy clay soils, muck or marshy land. A careful study of the soils of the 
neighboring fields should be made. This study of soil in relation to crops leads 
naturally to a study of the origin of soil and how rocks are crumpled and broken 
up by frost action, changes of temperature, etc. Notice and explain the differences 
between soil and subsoil which may be seen in every excavation. Study also in 
connpction with agriculture various specialized and associated phases of the industry, 
such as market gardening, truck farming, stock raising and dairying. Much excellent 
work in agriculture can be done in connection with geography. 

2. Commerce. 

The study of agriculture leads naturally into that of commerce and can be well 
studied in late fall and winter. When a farmer has put aside from the products of 
his farm a sufficient amount to supply the needs of his family, his stock, and his seed 
for the next year, and has still a surplus of corn, graiU; potatoes and other products, 
he naturally seeks a buyer, but not among his neighbors, for they are engaged in the 
same occupation that he is and have the same needs and wants and the same things 
to sell. He seeks a buyer among people who are engaged in different occupations 
and who, for that reason, have different needs and wants from his. This leads him 
to carry his products to the town or city where he exchanges them for money or 
articles which he needs. This is commerce and grows out of diversity of needs and 
wants which in turn grows largely out of diversity of occupation. The above principles 
are fundamental and may be grasped and understood by the third grade pupil if 
studied as they apply to his own home Ufe and neighborhood. This makes commerce 
a real thing to him and not a far-away matter of ocean steamships. It is worth 
while for him to reaUze that because his father hauls his grain or potatoes to town, 
the commerce of freight trains and steamships is in part made possible. 

The old farm wagon has a new interest. It is one of the means of the world's 
commerce. Roads and bridges are also means of commerce and the necessity for good 
roads may be appreciated. This work leads naturally to the study of the neigbhoring 
town or village as a commercial center. Nearly all of the pupils have been to town 
many times. Let them report on what they have seen in the town that is different 
from the country, viz., the houses being close together, streets and sidewalks, necessity 
for fire protection, the stores, warehouses and grain elevators, the raikoad by which 
the town sends its surplus to other towns and regions and receives in exchange various 
articles which it and the surrounding country need. Contrast life in the town 
with Ufe in the country, the advantages and disadvantages of each. 

Have the children make fists of various articles exported from and imported to 
their parents' farms and, by combining these fists, get an idea of the exports and 
imports of their district. Let them learn some of the distant regions of the earth 
that supply them with various necessities, such as coffee from Brazil, tea from China 
and Japan, rubber from the Amazon Valley. 

3. Manufacturing. 

Whenever and wherever the district offers opportunity for the study of manufactur- 
ing the teacher should take advantage of the opportunity to give, through observation 
a foundation concept of this branch of industry. A very simple phase of the process 
is sure to come to most schools when the threshing machine visits the neighborhood. 
More typical, however, is the grist-mill, saw-mill or creamery in that the manufactur- 
ing plant is here stationary and the raw material must be transported to the power 
or factory. These observations should be directed to the estabfishment of the foUow- 
ing conditions as necessary for manufacturing as carried on today: 

a. Power and, if possible, the various means of obtaining it, such as water power, 
steam, gasoline, electricity and wind power. 



APPENDIX 121 

b. Raw material. 

c. Food supply for employes. 

d. Labor. 

e. Commercial facilities, either wagons, freight cars or vessels for bringing raw 
material to factory and sending away of manufactured products. 

Encourage and stimulate the children to observe and report all the various forms 
of manufacturing carried on in the district. Let the pupils prepare hsts of raw 
materials furnished by the district, also of manufactured articles exported from or 
imported into the region. Have pupils find out the kind of plows their fathers use, 
and where they are made; similarly with buggies, wagons, binders, sewing machines 
and other articles of farm and household use. In this way, and as described in greater 
detail under the next topic, the connection should be made between the home region 
and distant regions. 

Comparative Home Geography 

The pupils have found in the study of the commerce of their home region that it is de- 
pendent upon and contributes to many other regions in many different ways. It is because 
of this mutual dependence that these distant regions should be known, and it is this de- 
pendence and relationship which furnishes the line of approach to the study of distant 
regions. There is another reason for learning something of other countries and regions 
here in the third grade. 

In the fourth grade globe study will be taken up and many facts will be learned of the 
earth as a whole. The pupils will learn that the surface of the earth is divided into con- 
tinents and oceans. They will learn the names of these and see them represented on the 
globe by means of symbols. Now, if it is necessary for them to know by experience real 
rivers, hills and plains before they see them represented by symbols on a map, itought to 
be equally necessary that the child have some ideas concerning a continent or country 
and the people who Uve there, before he sees on a globe or map the symbol representing 
that region. His first contact with South America, for example, should not be tlu-ough 
its symbol. He should have ideas and mental pictures of various parts of the region which 
that symbol may call up. Since the only basis he has for comprehending distant regions 
is through experience gained in his own home region, he can best understand the distant 
by comparing and contrasting it with the near. 

It is therefore recommended that from time to time simple descriptions and stories be 
read or told the children and that pictures be shown them of other lands and the life in 
them. The regions selected may be either those which send to us or receive from us some 
useful and necessary article, as China, which sends us tea and silk; or Brazil and th ■ Amazon 
Valley, which send us coffee and rubber; or those regions of the earth which differ from our 
home region very markedly, such as the Sahara Desert, a mountainous region like Switzer- 
land, or a cold region like Lapland or Greenland. One or two regions should be selected 
for study from each continent so that when globe lessons are taken up in the next grade, 
pupils will have heard the names of each continent. Use the names of countries and 
continents freely but do not show the maps of these regions in this grade. Remember — 
things before their symbols. 

References for Comparative Home Geography 

American Book Co. . . Big people and little people of other lands . Shaw $0 30 

Educational Pub. Co. Children of the cold Schwatka. ... 1 25 

Educational Pub. Co. Children of the palm lands AUen 50 

Ginn & Co Each and all Andrews 50 

Ginn & Co Northern Europe 30 

Ginn & Co Seven httle sisters Andrews 50 

Ginn & Co Strange lands near home 30 

Ginn & Co The wide world 30 

Ginn & Co Towards the rising sun 30 

Ginn & Co Under sunny skies 30 

Lathrop Pub Co ... . The Uttle folks of other lands ChapUn 60 

Macmillan Excursions and lessons in home'geography.. McMurry . . . 50 

Macmillan How we are clothed Chamberlain. 40 

Macmillan How we are fed Chamberlain. 40 

Silver Burdett & Co.. Around the world geographical readers. 

Three books Carroll and others. 

F. A. Stokes & Co . . . The snow baby Peary 1 20 

Lippincott Home Ufe in all lands Morris 1 00 



122 STATE MANUAL AND COURSE OF STUDY 

FOURTH AND FIFTH GRADES 

The work in these grades after the preliminary globe lessons will be regional in character, 
the aim being to give the pupils good clear concepts of the various regions studied, together 
with the main and fundamental facts concerning their location on the earth, their surface 
and climate, the occupations of the people, location of a few of the most important cities, 
etc. The map should form the basis for the work and should be constantly in use. The 
first book is taken up and completed in these two grades. While the aim in these grades 
is to lay a broad, deep foundation of facts, yet the geographic relation of facts as to cause 
and effect should not be neglected entirely. Some of the more easily understood relations 
of man and life to environment should be emphasized. 

The pupil's memory is now very active. Things learned at this time are long remem- 
bered. Now the child is learning the multiphcation table in arithmetic. Now is the time 
to fix the basal facts of place geography such as the names and locations of countries, 
cities, rivers, mountains, etc., but do not attempt to do this by having long Usts of places 
committed to memory, but grow out of the regular work by the cultivation of the atlas 
habit and the use of base maps as described below. 

Globe Lessons* 

1. Continents and oceans. 

In comparative geography of the third grade, pupils have had stories and descrip- 
tions of regions selected from all continents. The first step in globe lessons should be 
to develop the idea that we Uve on a round earth and that its surface is divided into 
large land masses called continents and large bodies of water called oceans. As the 
teacher points to the symbols for the continents and tells the pupils that this symbol 
stands for the continent on which they live, or for Europe or South America, and lets 
the pupils tell what they know about these regions, the symbols will come to stand 
for real places in which real people live. Bring out the general shape of the continents, 
the larger seas, gulfs, bays and rivers. Drill on the globe until every pupil knows 
and can point out on the globe the continent and more important countries. 

2. Directions on the globe. 

In the maps of the schooh'oom and school groimds used in the third grade, direc- 
tions were indicated by an arrow which pointed nortli. Develop the idea that direc- 
tion symbols on the globe are meridians and parallels; that two places are north and 
south from each other only when thej' are on the same meridian, or east and west 
from each other only when on the same parallel. Drill on the use of meridians and 
parallels for telling directions until every pupil tells directions on the globe easily. 

3. Latitude and longitude. 

On the maps of the schooh"oom pupils have located their seats in the room by 
saying that their scats are so many seats east or west and so many seats north or 
south from some other seat. On the map of the school district they have described 
the location of their homes by saying that they live a certain number of miles north 
or south and a certain number of miles from the schoolhouse. In a similar way 
places are located on the globe by giving the number of degrees that a place is east 
or west from the prime meridian and north and south from the equator. Drill, 
drill, drill on this matter of latitude and longitude until every pupil can locate places 
when their latitude and longitude are given or find the latitude and longitude of 
places from the globe. Easy numbers, multiple of ten for latitude and of fifteen for 
longitude should be used, such as 40° N. and 60° W. 

4. Size of the earth. 

Every globe has a scale of miles. It may be found by dividing the circumference 
of the earth in miles by the circumference of the globe in inches. The quotient will 
be the number of miles to the inch on the globe. With a strip of paper let the pupils 
measure the distance on the globe in inches between many places and then change 
this to miles by multiplying by the number of miles to each inch. In this way have 
the pupils find the length and width of the continents as they are studied, and other 
distances. 



*For this work an eighteen-inch globe is almost a necessity. The globe should be studied under 
the teacher's immediate direction and observation, and should be large enough so that the whole class 
can see clearly and distinctly the various features and regions studied. The difference in cost between 
a twelve and eighteeu-hich globe is more than made up by the increased value of the latter over the 
former. The most convenient and durable globe which the writer has been able to secure is the pendant 
globe, sold by many companies. 



APPENDIX 123 

5. Motions of the earth. 

Rotation. Do not attempt to prove that the earth rotates but give instead 
some consequences of rotation such as: 

(a) Succession of day and night, the day as a unit of time, and how our Ufe and 
habits of work and rest are regulated by the alternating periods of darkness and 
light. 

(b) Du-ections. North is toward the north pole, south is toward the south pole. 
The poles are the ends of the earth's axis. The axis is the line on which the earth 
rotates or turns. If there were no rotation there would be no axis, no poles, and no 
directions. Do not say to the children, "Up" for north and "Down" for south. 
Say instead "North" when you mean north and "South" when you mean south. 

(c) Revolution. This motion cannot bo proven to the children. All that can 
be done with it is to say that the earth does go around the sun and that the time it 
takes to do this is called a year. Above all things do not teach that revolution 
causes seasons when it is but one of the three or four different factors that cause 
seasons. Instead of trying to show the effect of revolution in helping to cause 
seasons, review how the long days and steep rays make the summers warm and 
short days and slanting rays make the winters cold as the pupils discovered in the 
third grade from their observations. 

6. Climatic conditions on the earth. 

The basis for this work has been laid on the observation study of seasons and 
weather in the third grade. Review what the pupils there learned from observation as 
to the relation of high sim and low sim to the warm temperatures of summer and the 
cold ones of winter. If the teacher will now cany the class in imagination to the 
equator and tell them where the sun rises and sets and where it is at noon at various 
times during the year, emphasizing the steep rays which always fall here, the pupils 
from their own experience with steep rays and a high sun ought to infer the hot 
temperatures of this region. Then carry them again to the "land of the midnight 
sun" with its slanting rays and low sun and let them infer the conditions of temper- 
ature there. 

Teach the hot moist chmate that is found in the doldrum belt near the equator, 
bringing in the daily rains of that belt. As typical of the weather in this belt some 
hot, sultry day in May or June should be selected in the home region, when in the 
afternoon there is a heavy downpour of rain from some passing thunderstorm. 
Contrast with this rainy belt the hot, dry regions on either side over which the 
trade winds blow making such deserts as the Sahara, Kalahari, and the one in Australia. 
Now contrast with the uniformly hot and dry climate of the deserts or uniformly 
hot and moist chmate of the doldrum belt, the variable weather of the temperate 
zone as it has been observed by the child. Yet, even with all its variations and 
changeableness there are certain types of weather prevaiUng for a short time in every 
district of the state which may well characterize all the great types of climate in the 
world. 

Regional Geography 

1 . Transition from globe to map. 

As soon as it becomes necessary to represent various features of surface drainage, 
etc., with gi-eater detail than can be done on a globe, the map must be introduced. 
Certain precautions are necessary that the pupils do not form wTong conceptions 
owing to the flat surface upon which a map is made. 

By this time the pupils should have become so famiUar with the globe that they 
are able — . . ^^ 

a. To locate any place in approximately its correct latitude and longitude. 

b. To tell directions on the globe. 

c. To know at a glance the names of the various continents from their shape 
and outline. 

The fu-st step in the use of a map is to be able to tell directions on the map. If 
there has been proper globe drill this will be an easy step, for just as meridia,ns and 
parallels on the globe run respectively north and south, and east and west, likewise 
on the map do they indicate direction, and two places are north and south or east 
and west from each other only when they are on the same meridian or the same 
parallel. If children have been taught that the top of the map is north, the bottom 
south, the right hand side east, and the left hand side west, then time should be 
taken right here and now to unlcach this idea which is true only on a few particular 
kinds of maps, and teach in its place the correct method of determining direction 



124 STATE MANUAL AND COURSE OF STUDY 

from meridians and parallels which is true on all maps. Give plenty of drill in the 
use of these direction symbols by asking the direction of places from each other, the 
trend of mountains, courses of rivers, etc. 

The second step in the use of the map is the understanding of scale. This ought 
not to be a new idea if the map work in the third grade has been done properly. One 
of the first questions to be asked when any map that can have a scale is studied is 
"How many miles does each inch on the map represent?" Use the scale constantly 
in determining distances between places, length of rivers, width and length of high- 
lands. 

Many symbols will appear on the flat map with which the child is not famiUar. 
Care should be taken that the pupil shall not use these symbols until he first knows 
their meaning. When he can tell direction on the map, locate places when their 
latitude and longitude are given, and vice versa, knows how to use the scale, and 
knows the meaning of all the various symbols, he is then prepared to read and study 
the map. 

2. The use of the map.* 

For every region studied there is much information concerning position, form and 
boundaries, size, surface and drainage, that can be much better read from the map 
than it can from the text. This work should be done in the class and from good wall 
maps. The Sydow-Habenicht and Goode maps are excellent for this purpose. The 
work of map reading should be done at first under the teacher's direction and question- 
ing. Organize your class into an imaginary exploring party and acquire in half an 
hour from the map information which required years of toil and the cost of the life 
of many a brave explorer to accumulate. As you sail in imagination up the Amazon 
or Nile or Mississippi, tell them by woi'd and picture of the wonderful sights that 
would greet their eyes were they really sailing up those rivers. Make the symbols 
on the map speak of real rivers, mountains and plains. When the map has told all 
it can in this way, send the pupils to the text to read what it has to say. What it 
does say will mean something, even if only a repetition of what they have already 
found out from the map, because they are prepared to understand it. They will be 
surprised and delighted to know that they can write from the map as good and as 
full descriptions of surface and drainage as their text contains. Give them not one, 
but many chances to do this. Have them study carefully the text with the end in 
view of determining how much of the information given in the text could be acquired 
from a map. 

3. The atlas or map habit. 

It is quite necessary that the child should learn while in school the location of many 
important places and physical features. It was formerly supposed that this could 
best be done by map questions and by giving long Usts of places which were to be 
located on the map and the locations committed to memory. Those who have come 
through such a process know how useless it was and how, as soon as the drill ceased, 
these unassociated names and places began to slip away until now only those remain 
which we have since had occasion to use. 

It is here suggested that instead of this abstract committing to memory, the teacher 
at this impressionable age start the pupils aright in the formation of the atlas 
habit. Whenever and wherever, in the preparation of a reading, history or geography 
lesson, the pupil reads of a city, river, mountain or other geographical feature, the 



*It is the business of school boards to provide such necessary material as a globe and wall maps. 
The usual cheap set of wall maps in cases, found in most rural schools which sell at from $8.00 to Sll.OO 
for a set of eight maps, is almost worse than none at all. In the first place they are political maps 
rather than physical maps and contain a conglomeration of political boundaries of states, cities, towns, 
etc., which covers up and hides the great physical features that have perhaps caused these boundaries 
to be drawn or the cities to be located where they are. It is vastly more important to have a set of 
wall maps that shall make the great physical features of the earth, its great highlands, lowlands, 
mountain ranges and drainage lines, stand out so sharply and clearly that their location and relations 
to each other shall be fixed forever in the minds of the pupils, than it is that they contain great numbers 
of second and third class cities. It is these great physical features that are the determining factors 
or conditions in geography. Desirable maps cost money. No publisher can afford to put a decent 
set of maps on the market at a cost of one, two or three dollars each. Maps like those mentioned above 
cost from six to seven dollars each, but even at that price a set of six or seven maps is possible in every 
district in the state. When one goes about the state and sees that amount of money that is wasted 
on cheap wall maps, expensive reading and physiology charts, or science cabinets, that are seldom 
used, one wonders at the economy practiced by boards of education. Yet the motive that has prompted 
the purchase, in nine cases out of ten, has been the desire to make better work possible. 

This note has been written that through it teachers may more wisely advise their boards along this 
very line. An eighteen-inch globe and a set of Sydow-Habenicht wall maps (Rand, McNally & Co.) 
in every rural school would work wonders in grade geography. The new Goode Physical Maps are 
quite satisfactory maps by an American publisher. 



APPENDIX 125 

teacher should insist that he stop then and there and look up on his map the location 
of the place. Places located in this way have something with which they can be 
associated and will be remembered the longer because of this association. If the 
habit of consulting the map can once be formed in the grades, it will solve once for 
all the problem of location of places in geography study. 

4. The use of small outline or base maps.* 

It is not enough that pupils shall read maps, find the location of places upon maps, 
and cultivate the atlas habit. Pupils should express their geographical knowledge 
upon maps. The map should be a means of geographical expression as well as im- 
pression. Pupils should make maps. This is usually done by having the pupils 
draw maps from memory. The practice has hardly a single argument in its favor. 
It serves to impress incorrect ideas of form rather than correct ideas because pupils 
cannot draw correct maps and in thus drawing maps from memory the mistakes are 
fastened in the pupils' minds. 

Instead of memory maps provide the pupils with small outline maps showing the 
boundaries of countries, the chief rivers, etc., but without names. If you wish to 
impress the shape of a continent, have the pupils trace over the coast hne with pen 
or pencil making them heavier. To teach rivers let them print the names of the 
more important rivers on the various rivers shown on the outUne map. With colored 
pencils the pupils can color in the various countries whose boundaries are shown 
on the outline map. Symbols for cities may be located on the map and their names 
printed. The use of these maps more than anything else will tend to fix in the child's 
mind the main facts about the locations of the various countries, cities, rivers, etc., 
studied in these grades. 

In the lower grades pupils are interested in activity for the sake of activity but in 
the intermediate grades the pupils are interested in activity for the sake of the result 
they get. They will usually be delighted to fill in and use these maps. 

The sand table, if used at all, should be used only as a means of expression by the 
child and not by the teacher as a means of teaching new ideas and concepts. If the 
child ha,s studied directly some alluvial fan, gully, or valley, the reproduction of his 
conception of it is an excellent means of fixing the concept clearly in his mind. 

5. The Mse of text and suppJementary readers. 

In most existing textbooks there is a mass of information, some of which may well 
be acquu-ed from the map and not from the text. To distinguish between these two 
classes of information is a valuable exercise. To distinguish between and bring out 
the important from the unimportant, to drill, illustrate, explain and supplement 
the text, IS the function of the teacher. Teach the child to extract the meaning from 
the printed page without committing it to memory word for word. There is httle 
in any text that needs to be thus committed. Don't expect the child to know every 
city, stream, mountain peak and range that the text mentions. Let him locate 
them on the map as he reads about them, for the sake of the atlas habit which you 
are to cultivate, but don't expect that all will be remembered. Study the most 
important citi es and physical features so thoroughly that they cannot be forgotten. 

*Outline and base maps for use with the pupils can usually be obtained from various publishing 
nouses or by writing to the geography departments of the normal schools of the state. 



126 



STATE MANUAL AND COURSE OF STUDY 




Lack of space has made it necessary for the authors of grade texts so to boil down 
the subject matter which they present that it is Uttle more than a skeleton of geographic 
knowledge. To give life and interest to these dry bones of fact, the teachers and school 
boards are urged to provide the pupils with geographical readers. A single set is 
better than none and if the teacher can get it in no other way she should purchase 
it herseK and consider it as part of her outfit for teaching. The mformation she 
will get in this way will more than repay in satisfaction for the money invested. 
Clippings from newspapers and articles from magazines may be accumulated in 



APPENDIX 127 

unlimited quantities and at little expense. Every effort that is possible should be 
made to clothe the bare facts of the text with the life and interest which the study^of 
geography ought to inspire. 

6. Study of Michigan and the region of the Great Lakes. 

The custom has been to have the study of the home state follow immediately after 
that of home geography in the third or fom'th grades. After one "gets beyond the 
limits of the child's experience the transition can be made as 'easily from the home 
region to the whole continent or the whole United States as it can to the State. More- 
over, if Michigan be studied at that time it must be studied in isolation from^the 
surrounding states and the industrial and physiographic division'to which it belongs. 
It is recommended therefore that the study/of the home State* be' postponed until 
in the regular progress of the work it can be taken up and studied in its proper setting 
in the Great Lake Region to which it belongs. Because it is the home State more 
time should be devoted to its boundaries, coast line, shape and^size, surface, drainage, 
mineral resources, industries and cities than is commonly devoted to those topics 
in other states. Most textbooks have special Michigan editions with good accounts 
of Michigan geogi-aphy. 

SIXTH AND SEVENTH GRADES 

The point of view and emphasis in these grades change to another phase of geography. 
In the previous gi-ades the work was largely observational and descriptive in character, 
because the observational and imaginative activities of the child were then dominant. 
The pupils have been growing older, other mental activities have been coming forward 
which make it not only possible but necessary that the rational side of the subject shall 
be introduced more and more as the work progresses. By rational geography is meant 
the study of the subject matter from the point of view of cause and effect. In the study 
of the Sahara desert, for example, the arid conditions should not only be described, but they 
should be traced backward to their causes and forward to theii- effects on the Life, habits, 
dress and occupations of the people. The culminating interest in geography centers in 
the life of man, his occupations, his commerce and maimer of living. Almost any one of 
these topics, if traced backward to its causes and determining conditions, soon ends in 
certain conditions of his physical environment. To understand life on the earth we must 
first know and understand the physical environment of that Ufe. 

At the beginning of the sixth grade, wlien the second or advanced book is usually taken 
up, it is recommended that a more detailed study of the physical factors and forces of 
geography be made than has heretofore been possible. The attention given to this side 
of geography in the previous grades has been more to the securing of good, clear, mental 
pictm-es of physical features and the acquisition of facts than to the explanation of those 
featm'es and facts. In this second study of physical environment, emphasize the processes 
concerned and the forces at work in producing that environment. 

Physical Geography 

In most texts used this work will include the following topics: 

1 . Shape and size of the earth. 

Some proofs of the earth's shape may now be given with hopes of their being under- 
stood. Saihng around the earth and the appearance of ships at sea, as usually stated, 
prove only curvature. State them so they prove equal curvature in all directions. 
Even here these proofs mean very Httle unless they can be actually experienced. 
Let the child see that the size of the earth is an important factor; that because of 
its size, and its great barriers of oceans and mountains, the people of the earth have 
been separated and isolated from each other; and that because of this separation 
and isolation there have arisen differences of language, customs, manner and race. 
Latitude and longitude are measured in degi-ees and not miles, because the earth is 
curved. As we move north or south over the earth, new stars rise above or sink 
below our horizon and from their change of position we are able to find our latitude. 

2. Motions of the earth. 

a. Dii-ections as a result of rotation. Re-emphasize this fact that it is rotation 
which makes the finding of direction possible. Various methods of finding the north, 
pole star and Great Dipper; shadow at noon; point the hour hand of a watch toward 



128 STATE MANUAL AND COURSE OF STUDY 

the sun, then half way between the hour hand and the figure twelve on the dial will 
be south; the compass points towards the north magnetic pole and not towards the 
true north pole. It does not always point north therefore, but in Michigan it varies 
but little from true north. 

b. Longitude and time — standard time, international date. 

Show how a spherical earth rotating causes the sun to rise and set and cross 
the various meridians at different times, and how, by knowing this dift^erence of 
time between places, we can find difference of longitude. Emphasize the fact 
that because the earth is spherical and rotates from west to east, sunrise, noon, 
sunset, midnight, and with it the new day, all come from the east; that New 
York has sunrise, noon, sunset and the new day before Detroit; and that the new 
day begins at the 180th meridian or the international date line and travels 
around the world to the west ending again at the date fine when midnight 
reaches it. All of this, together with the length of the day, is a consequence 
of rotation. 

c. Seasons. 

In the third grade the pupils learned from observation that summer is warmer 
than winter because its days are longer, its nights shorter, and the sun's rays 
steeper. The explanation of why the days are longer and the sun's rays steeper 
in summer than in winter is too difficult to be attempted until now. It is be- 
lieved that in connection with the motions of the earth it can now be shown 
why this is so and why we thus have change of seasons. 

3. The atmosphere. 

a. Its composition, pressure, etc. 

b. Water vapor. How it gets into the atmosphere and the conditions governing 
the rate of evaporation; how it gets out of the atmosphere and the various forms into 
which it condenses — fog, clouds, dew, frost, rain, snow, hail. 

A common error in teaching the relation of mountains to rainfall is here to be 
guarded against. The usual statement is that the wind blows against the cold side 
of the mountains, is cooled, and its moisture condensed into rain or snow. If this 
were the cause the vapor would gather from the atmosphere upon the cold rocks 
as dew or frost and there would be no rainfall. 

Whenever a gas is compressed it is heated as one may see by noticing how quickly 
a bicycle pump becomes heated in pumping up the tires. When the pressure upon 
a gas is suddenly decreased it expands and becomes cool, as all know who have noticed 
how cool the air is as it escapes from the valve in a bicycle tire. Now, when air 
moves up a mountain slope it is rising into regions with less air pressure. As the 
pressure upon the rising air decreases it expands and cools just as does the escaping 
air from the bicycle tires. It is this cooHng which causes the condensation into 
rain or snow. It is called cooling by expansion and is the chief cause of the cooling 
which produces rainfall everywhere. 

c. Air temperatures. 

(1) How distribution of temperatures over the earth is represented on a map 
by isothermal lines. 

(2) Causes of unequal temperatures between the equator and the poles. 

(3) Causes of unequal heating of sea and land. CAUTION — The high 
temperatures of Western Em-ope and Western North America are due more 
to the unequal heatijig of sea and land than to the GuK Stream and other currents. 
In winter the ocean is warmer than the land and would be were there no ocean 
currents. Winds blowing from the west carry these moderating temperatures 
to the west coast of Europe. If the prevaiUng winds blew from the east the 
British Isles and Newfoundland would exchange climates. Put the emphasis 
upon unequal heating of land and sea and the prevailing winds rather than upon 
ocean currents. 

d. Winds. 

(1) How unequal heating of the air causes it to circulate and winds to blow. 

(2) Teach thoroughly the location, direction of wind, and other characteristics 
of the following wind and calm belts. 

(a) The trade winds. 



APPENDIX 129 

(b) The doldrum belt. 

(c) The horse latitude calm belts. 

(d) The westerlies. 

Constantly be on the lookout for conditions in local weather which illustrate 
the types of weather found in these various regions. 

(3) Show how migration of these belts causes wet and dry seasons — as in 
California and regions near the equator. 

(4) Monsoons — due to unequal heating of land and sea in winter and summer. 

(5) Land and sea breezes due to unequal heating of sea and land by day 
and night. 

(6) Cyclonic storms and how they control weather in the temperate zones. 

e. Weather. 

It is time that the schools do something to destroy the superstition and 
ignorance that prevail as to the cause of weather and weather changes. The 
moon does not control weather, there is no equinoctial storm, and no one can 
at present foretell weather accm-ately a year, or even a month in advance. 
Teachers should look up this topic and be able to explain the weather changes 
as they occur. Write to the nearest weather bureau station and ask that the 
daily weather map be sent to your school. 

4. The ocean and ocean movements. 

The oceans, their extent, depth, nature of their bottoms, wind waves, tides, and 
the chief ocean currents. The relation of wind to waves and to ocean currents should 
here be brought out. Show also how the currents generated by the winds are deflected 
by the continents into their present courses. 

5. Rain and river erosion and land forms. 

Teach by observation in the neighboring fields how the water running off after a 
storm erodes gullies in the hillsides, how these gullies grow wider, deeper and longer 
with each storm until they are finally cut to the depth at which water stands in the 
ground when they thus acquire permanent streams. Show by example if possible 
how these valleys at first are narrow and V-shaped, often with falls or rapids and lakes 
in their com-ses; how in this condition they are said to be young valleys, but the 
side wash, on their sides and streams in their bottoms destroy the falls, fill up and 
drain the lakes and, swinging from side to side, cutting on the outside of each curve 
and depositing on the inside, gradually widen the valley bottom forming flood plains, 
the valley thus passing into maturity and old age. Take up the other erosional 
forms of the text found in the neighborhood and give the pupils as clear conceptions 
as possible of how the weathering and erosive forces sculptiu-e the sm'face of the 
land into all its varieties of form. 

6. Glaciers and glaciation. 

Introduce them to the mountain and valley types of glaciers now existing in many 
regions, showing the various phases of erosional work of these glaciers, how they 
smooth, poKsh and striate the rocks over which they pass and how tliey form moraines 
along and across their valleys. Now search the clay bank along streams, the excava- 
tions for cellars and ditches, to find rocks in the home region which have been 
smoothed, pohshed and striated by glacial erosion, thus proving that their region 
was once beneath an immense ice sheet which brought and distributed over this 
region the thick deposits of drift upon which they live. In this grade when the 
United States is studied more intensively and in gi-eater detail, give them some idea 
of how the Great Lakes and the thousands of smaller lakes in northern United States 
were produced as a result of this glaciation, thus bringing out the relation of the effects 
of glaciation to man. 

7. Coast lines and the various forces and agents at work in changing them. 

Outline for Continental Study 

In these upper grammar grades each of the continents should be studied once as a whole, 
the aim being to bring out the causal relations existing between the various topics in the 
following outline. Much of the information may be acquired from globe and maps. The 
outline serves also for the study of countries. 
17 



130 STATE MANUAL AND COURSE OF STUDY 

1. Position. 

a. In relation to other continents and great commercial nations. 

b. In relation to oceans. 

c. In latitude and longitude. 

d. In relation to prevailing winds. 

e. What does position tell us of the chmate of a continent? 

2. Form. 

a. General form — memory maps drawn to impress general form. 

b. Detailed form or coast line — regular or irregular, low, flat, sandy or marshy, 
high, steep or rocky. Was coast formed by rising or sinking of the land in relation 
to sea level? Chief indentations, peninsulas — continental shelf, how formed, where 
wide, where narrow — effect of an elevation of 600 feet upon land area — of a sub- 
mergence of 600 feet — relation of coast hne to commerce and hfe of the people. 

3. Size. 

a. As compared with other continents, estimated from globe. 

b. Greatest length, width and other distances, measured from map by use of scale. 

c. Time necessary to jom-ney in various directions across continent, traveling at 
varying rates. Give this as problems to be solved. 

d. How many times the size of the United States? Of Michigan? 
Given as problems from data supplied by teacher. 

4. Surface. (Data to be secured largely from map.) 

a. Primary or main highland. 

(1) Its name, location, continent and trend. 

(2) Average length, width, height and slopes. 

(3) Mountains traversing highlands, their names, trend, height, chief passes 
through the mountains and general characteristics. 

b. Secondary highland. 

Same as for primary. 

c. Lowlands. 

Names, location in continent and in relation to highlands and mountains, 
extent, slopes and any distinguishing characteristic features. 

d. Drainage. 

Have pupils trace divides — note slopes from these divides down to sea level, 
long slopes, short slopes, length of streams in relation to slopes, chief rivers, 
age of valley, mouths of streams, deltas at mouths or estuaries due to sub- 
mergence. 

e. Relation of surface to hfe of people. 

Relation to occupations. Do mountains act as barriers isolating the people 
or is conununication easy? Relation of mountains and other physical barriers 
to political boundaries, size of states, etc. 

5. Climate. 

a. Temperatiu-e. 

(1) As determined by angle of sun's rays or latitude. 

(2) As modified by elevation. 

(3) As influenced by winds from ocean. 

(4) As shown on isothermal map. 

b. Prevaihng winds, and any modifications due to monsoon influence, as in Asia 
and India, for example. 

c. Rainfall. 

(1) Regions of heavy and moderate rainfall. Why? 

(2) Arid regions. Why? 

(3) Seasonal occurrence of rainfall. When? Why? 

6. Vegetation. 

a. Factors influencing temperature, rainfall, soil. 

b. Characteristics of vegetation in hot moist regions, e. g., the tropical rainy forest. 

c. Changes in the above with decrease of rainfall. 



APPENDIX 131 

d. Characteristics of vegetation in hot arid regions. 

e. Effect of cold temperatures upon vegetation in humid and in arid regions. 

f. Distribution and characteristics of vegetation of tlie continent as controlled 
by the above condition The forest regions, chief trees, the savannas and prairies, 
deserts. 

7. Occupations. 

a. Occupations in forest regions, lumbering, gathering of forest products. 

b. Grazing and herding regions. 

c. Agriculture, with and without irrigation. Location of the industry, its limiting 
conditions, chief products, etc. Note how climate influences and controls this occu- 
pation. 

d. Mining and mineral resources. 

Why are mountains more commonly mining regions than plains? 
Note well the location of the coal and iron mining regions, for when both 
of these are found in a region manufactui'ing is usually an important industry. 

e. Manufacturing. 

(1) Conditions determining location of manufacturing regions. 

(a) Power — coal, water, electricity. 

(b) Raw material for manufacturing. 

(c) Food supply. 

(d) Commercial facilities for bringing raw material, power and food 
supply together or disposing of manufactured products. 

(e) Labor and capital. 

(2) Location of manufacturing centers or regions and chief products of each. 

f. Commerce. 

Commerce grows out of needs and wants of the people which in turn largely 
grow out of occupations. 

(1) Needs and wants of manufacturing section and what they have to supply. 

(2) Needs and wants of various agricultural sections and what they have 
to supply. 

(3) Similarly for mining regions, grazing sections, etc. 

(4) Movement of goods and products to satisfy the above needs and wants. 

(5) Means of transportation — navigable rivers, canals and raih'oads. 

(6) Commerce with other continents and regions as an outgrowth of diverse 
needs and wants growing out of differences in occupations and natural resources. 

8. Location of cities. 

a. Manufacturing type, like Pittsburg, and conditions favorable to growth of 
such cities. 

b. Commercial centers like New York and Liverpool, and conditions favorable 
to their growth. 

c. Goverrnental types of cities, like Washington and Lansing. 

d. Educational centers. 

e. Combination of two or more of above types Uke Chicago, which is commercial 
in origin and growth but because of meeting of commercial routes, nearness of coal, 
etc., is a great manufacturing center. 

9. Population. 

Distribution of — where dense, where sparse, as determined by occupations and 
food producing capacity of the various sections. 

Intensive Study of a Region 

After a continent or a large country Uke the United States has been studied, as called 
for in the outUne for continental study, and the pupils know in this way the general re- 
lations of the various geographic districts to each other and to the whole, they are then in 
a position to take up the intensive study of these various districts and individual 
countries. 

It should be the aim of the teacher in these upper grammar grades to give the child a 
higher conception of what geography is than he has been able to obtain in the previous 
grades. It was the aim of those grades to give mental pictui-es of distant countries and 
regions and to lay a foundation of well-understood facts. 



132 STATE MANUAL AND COURSE OF STUDY 

It is still the aim to broaden the pictures and increase the number of facts, but, in ad- 
dition, to bring out and make clear those relations existing between the life of a given 
region and the physical environment of that life, to show, as far as possible: 

1. What the physical conditions of the region or country are and how they came to be. 

2. How these physical conditions have influenced the hfe, industries and history of 
the people of that region. 

3. To emphasize those peculiar things for which that country stands, industrially, 
commercially and socially. 

Thus, for example, after the United States has been studied as a whole so that the child 
knows in a general way the more important featiu-es of its surface, chmate, vegetation, 
after he knows where the mining, manufacturing, agricultural and grazing regions are 
located and how these regions largely supply each other's needs and wants through the 
domestic commerce of the country, then he can understandingly take up the intensive 
study of the New England states and have impressed upon him just what it is in this 
region and its people that has set it off, not in isolation, but in the character of its industries, 
institutions and history from the other sections of the country. 

Let him see first of all those stony New England hilltops rising to approximately the 
same elevations and separated from each other by rather steep-sided narrow valleys and, 
mantling over all, that coarse stony soil which has ever been the bane of successful agri- 
culture. Make clear to him the rocky many-harbored coast of Maine, the long sandy 
front of Cape Cod, and the branching arms of Narragansett Bay. Now give these facts 
perspective and fix them forever in his mind by teaching how they came to be. Let him 
know that for ages New England was worn by rainwash and streams until its surface had 
been reduced to almost a plain (a peneplain). Then came the upUft of this plain, the 
streams cutting the present valleys and forming the even topped hills. Then came that 
great ice sheet which covered the region, accumulating along its fi'ont a terminal moraine 
of which Long Island, Martha's Vineyard and Cape Cod are in part remnants. The old 
probably rich, soil was swept away and in its place was substituted the present coarse, 
rocky, sandy mantle which banished aU hopes of agricultural greatness from the region. 
This mantel of drift, when the ice had melted away, dammed the old valleys forming basins 
where now we have the thousands of New England lakes, sent the streams coursing over 
new channels, tumbUng here and there over precipices or rushing in rapids down steep 
slopes, thus giving to New England its water power which forms the basis for its manu- 
facturing. Show also how, by the submergence of the lower portion of its river valleys, 
its many harbors were produced with all the beneficial effects they have had upon its 
industries and history. 

Then let him see how, with the landing of the Pilgrims, the white inhabitants entered 
upon a century of long struggle with the rigors of its chmate and the hard conditions 
imposed everywhere; how the purpose of that struggle was to make the region give a 
liveUhood to its constantly increasing population, and how it was finally attained, not in 
a gi-eater number of acres of wilderness conquered and tilled but in the evolution of one of 
the most diversified of industries. Many continued to struggle with the rocky soil. Others, 
influenced by the many favoring conditions, were tempted to enter the more profitable 
but more dangerous occupation of; fishing. This led to commerce and both of these made 
a demand which created the shipbuilding industry. Manufacturing in the earUest day, 
typified by the spinning, weaving and the shoe making of the New England kitchen, was 
transferred to the factory, and today New England produces 56.2% of all cotton goods 
manufactured in this country and 58.6% of all the boots and shoes. 

Individual attempts to gain a hving in colonial time, under the stress and competition 
of those days, are represented today by great factories employing thousands of men and 
representing millions of invested capital. 

When the pupils realize how physical conditions drove the people into a greatly diversified 
industry and how only by so doing could they live in the region, they are in a position 
to realize why the New England colonies resented England's attempt to tax those industries 
and their commerce out of existence and by that resentment brought on the Revolutionary 
War. In this way ought geography to correlate with liistory. _ 

Let them understand, in considerable detail, these variously diversified but typical 
industries of New England as they are carried on today — the hard, dangerous life*of the 
New England fisherman; the rush and roar of the New England factories and the remark- 
able manner in which certain industries have been locaUzed in certain cities and sections; 
the quarrying industry of Massachusetts and Vermont, the paper pulp industry fed by the 
remaining forests of spruce; and the hard struggle which the New England farmer still 
carries on with the soil. 

Somewhat after the manner indicated above should the teacher, in the study of every 
region, aim to bring out those vital and fundamental relations of fife to its environment 
which constitute the essence of modern geography. This intensive study of regions and 



APPENDIX 133 

countries should be based upon and grow out of the text's treatment of those regions. 
It will be necessary for both pupils and teacher to supplement the text with as wide reading 
from other sources as possible. 

It is suggested that a general review be given. The pupils are now older and can under- 
stand relations and causes better than in previous grades. It is suggested that this review 
emphasize the commercial side of geography but that it be regional in character and bring 
out the causal relations. 

The regions of the world that contribute largely to the world's commerce are to be studied. 
In each show how climate, surface, drainage, soil, mineral resources, etc., combine to 
determine the distribution of population and occupations of the people of that region; 
and then how out of these different occupations arise the needs and wants that cause and 
determine the world's commerce. Try to fix firmly in the pupil's mind the great demands 
which each region makes upon the other regions of the world and its contribution to the 
needs and wants of those regions. 

Michigan Geography 

RESOURCES 

1. Agricultural. 

a. Location agricultural regions. 

b. Rank of Michigan as an agricultural state. 

c. Rank in production, single products. 

d. Fruit regions. 

e. Sugar and the sugar beet. 

/. Chicory and its manufacture. 

2. Forests. 

a. Ranli of Michigan in production of lumber. 

b. Location of pine belt — hardwood belt. 

c. Lumbering camps, cutting, hauling, mills. 

d. Future of the industry and of lumber towns. 

e. Uses of pine, of hardwood. 

3. Mines. 

a. Rank of Michigan in production of different minerals. 

b. Location of mineral regions. 

c. Principal towns and cities in mining regions. 

d. Mining machinery and equipment. 

e. Shipping points, docks, vessels. 
/. Coal, kind, where obtained. 

g. Smelting works, location. 
h. Grindstone, building stone. 

4. Salt. 

a. Rank of Michigan in production. 

b. Location of salt regions, leading towns. 

c. Processes of manufacture, cost per barrel, why so cheap. 

5. Fisheries, 

a. Rank of the state. 

b. Kinds of fish, inland, lake. 

c. How. caught, how marketed. 

6. Manufactures. 

a. Rank and comparative quantity and value of goods. 
5. Leading manufacturing cities. 

c. Furniture, stoves, cars, pianos, organs, matches, soap, wagons, carriages, silk, 
threshing machines, farm implements, pins, automobiles. 

STATISTICS 

Products.— Agriculture for 1909— Wheat, 16,025,791 bu ; corn, 52,906,842 bu.; oats, 
43,869,502 bu.; rye, 5,814,394 bu.; potatoes, 38,243,828 bu.; hay, 3,632,939 tons; peaches, 
1,552,500 bu.; pears, 649,872 bu.; plums, 315,504 bu.; apples, 11,068,965 bu.; strawberries, 
627,528 bu.; sugar beets, 1,110,000 tons. 



134 STATE MANUAL AND COURSE OF STUDY 

Minerals.— 1914. Coal, 1,153,869 tons, $2,285,281; salt, 11,670,976 lbs., $3,299,005; 
iron ore, 8,835,274 tons, $25,405,599.66; copper, 166,184,386 lbs., $21,426,122; gypsum, 
393,006 tons, $705,841; silver, 528,453 oz., $324,999. 

Manufactures.— Fui-niture, 1909, $23,172,534; Portland cement, 1908, 3,210,347 
bbls.; automobiles, 1909, $135,000,000; beet sugar, 1909, 93,934 long tons. 

Michigan contains 36,370,779.62 acres of land, exclusive of lakes and rivers. She is 
today one of the leading agricultural states in the Union. She also leads in dairying, cat- 
tle raising, gi-owing vegetables and grains. 

Michigan ranks first in the United States in salt, chemical products, drugs, beans, rye, 
chicory, mint, peas, automobiles, threshing machines, engines, refrigerators; second in 
potatoes, nursery products, small fruits, apples, hay, live stock, iron; third in dairy products, 
sugar beets, buckwheat, poultry, dairy cows, gypsum; and fourth in copper. 

Michigan has dropped from first place in 1890 to tenth place in 1910 in lumber pro- 
duction. 

In small fruit Michigan ranks second for its crops of strawberries, blackberries, currants 
and raspberries. 

The leading field crops of the state, in the order of their importance as judged by value, 
are: hay and forage, $36,040,000; corn, $29,581,000; oats, $18,506,000; wheat, $16,- 
587,000; potatoes, $9,914,000; dry edible beans, $9,716,000; rye, $3,945,000. 

Cities 

1. Name six largest in order of size. 

2. Locate and tell whj^ important — Detroit, Grand Rapids, Saginaw, Lansing, Jackson, 
Bay City, Kalamazoo, Ann Arbor, Marquette, Battle Creek, Muskegon, Calumet, Sault 
Ste. Marie, Fhnt. • 

Commerce 

1. Waters passed through, Duluth to Buffalo; Chicago to Buffalo. 

2. Canals and artificial waterways. 

3. Lighthouses, breakwaters, locks, harbors. 

4. Location of leading lake ports. 

5. Principal products shipped each way. 

6. Large freight boats, passenger boats, "Northwest." ' 

7. Amount and value of lake commerce. 



Animals 



1. List of native animals, living, extinct. 

2. Fish and game laws. Necessity. 

3. List of useful wild animals. 



MICHIGAN HISTORY 

During the seventh gi-ade the history of Michigan should be studied with its geography. 
If time for the recitation in both crowds the program, they may be alternated. 

161.5 — Possibly visited bj- Champlain. 

1634 — Visited by Jean Nicolet at Mackinac. 

1641 — Visited by Jesuit missionaries. 

1660 to 1668 — Visited bj^ various missionaries. INIission estabUshed at Sault Ste. Marie 
— thi-ee years later at St. Ignace. 

1701 — Fort Ponchartrain founded at Detroit by Cadillac — Detroit the capital of the 
French possessions. 

1760 — Became a British province — ^principal business, fur trade. 

1763 — Pontiac's conspiracy — Character of Pontiac. Plan of attack — story of the 
Ojibwa Indian girl. The attack — Bloody Run. Massacre of Michihmackinac. 

1769— Death of Pontiac. 

1787 — Ordinance creating the Northwest Territory — the "Six Articles." 

1796 — British evacuation of mihtary posts. 

1805 — Michigan made a territory — Gen. Wm. Hull governor. 

1812— (Second war with England — Michigan menaced on one side by Canada, on the 
other by Indians. July 16, Detroit surrendered, the only condition being 
that private property be protected. July 17, Mackinac surrendered. 

1813 — Gen. Cass appointed governor. His energj- — made treaties with Indians, always 
just ones; divided the territory into counties (note how many of the counties 
bear the names of prominent men); siu-veyed and opened the lands for settle- 
ment (about 1818) ; visited personally the heart of the Indian country, travehng 
thousands of miles; pubhshed (1823) "Inquiries concerning the Indians." 
Perry's victory on Lake Erie. 

1817 — First permanent newspaper — "The Detroit Gazette," $5 a year. 

1831 — Gov. Cass appointed Secretary of War. 

1832 to 1834 — -Detroit scourged by cholera — Gov. Porter a victim. 

1835 — The Toledo War. — Cause, territorial boundary dispute. Proclamation of Gov. 
Lucas of Ohio ordering troops to take possession of disputed strip; sending of 
Michigan troops by acting Gov. Mason — no bloodshed. "Proposition by 
Congi-ess to cede to Michigan the Upper Peninsula for the release of the dis- 
puted strip. 
May — Adoption of a constitution and application for admission to the Union. 
October — State officers elected, followed by the refusal of Congress to admit to 
the Union until the settlement of boundary dispute. 

1836 — December^ — Acceptance by the "Frost-bitten Convention" at Ann Arbor of the 
proposal of Congress mentioned above. 

1837^January 26 — Michigan admitted as the 26th state, thus doubling the original 
thirteen. Plans at once made for extensive internal improvements and a 
loan negotiated for S5,000,000 (an enormous sum in those days) for improve- 
ment of rivers, construction of canals, and building of railroads — the beginning 
of the Michigan Southern and Michigan Central railways. Passage of general 
banking law — its provisions of safety to the pubhc easily eluded, resulting in 
suspension of specie pajTnent. 
Pro\'isions that every sixteenth section in each organized township be set apart 
for school pm-poses. Rev. John D. Pierce, first Superintendent of Public 
Instruction, presented to the State legislature the plan for our educational 
system, modeled after the Prussian public school system. 

1847 — Capital changed from Detroit to Lansing. 

1850 — New constitution. 

1852 — Congressional land grant of 750,000 acres for construction of canal around St. 

1x1*1 W S r Jills 

1853 to 1855-^Construction of St. J^Iary's Falls canal— cost S999,802.46. (7,000 feet 
long, least width 108 feet, depth'of water 16 feet.) 

(Cass was further honored by appointment in 1S36 as Minister to France; in 184.5 and 1819 was 
was U. S. Senator from Michigan, and in 1848 was democratic nominee for president.) 



136 STATE MANUAL AND COURSE OP STUDY 

1860 to 1865 — Michigan in the Civil War. — Austin Blair, the "War Governor," Zachariah 
Chandler, the "War Senator of Michigan" — 93,700 Michigan soldiers 
of, whom over one-sixth perished in defense of their country. 

1873 — Corner stone of the new capitol laid — cost of building $1,500,000. 

1876 to 1881— St. Mary's Falls canal enlarged and new lock built— cost $1,500,000. 

1892 to 1894— Second great lock built— cost $5,000,000. Over 16i million tons passed 
through this lock during 1896, sufficient tonnage to load a freight train 
over 5,000 miles long, or reaching nearly from Chicago to San Francisco 
and back, exceeding the tonnage of New York harbor. 

1897 — President Angell of Ann Arbor appointed United States minister to Turkey. 

1909 — New constitution went into effect January 1. 

SUGGESTED TOPICS FOR STUDY 
Historical 

1. First settlement, when? Where? By whom? 

2. Names of a few early explorers. 

3. Early settlers, where from? Scenes from life. 

4. First steamboat. First raUi-oad. First newspaper. 

5. Origin of the follo^\ing and other names: ]\Iichigan, Calhoun, Albion, Jackson, 
Shiawassee, CUnton, Marquette, Ingham, Cass, Charlevoix, Hillsdale, Detroit, Grand 
Rapids, Ypsilanti, Bay City, Lansing, Gratiot. 

Biographical 

1. Marquette, LaSalle, CadiUac, Pontiac. 

2. Houghton, Woodward, Pierce, Schoolcraft. 

3. Cass, Mason, Blair, Chandler. 

4. Alger, Luce, Dickinson, Palmer. 

5. Carlton, Edison, Angell. 



1. Educational. 

2. Charitable. 

3. Reformatory. 

4. Penal. 



Institutions 



Go\'ERNMENT 



1. Seat of government — location. 

2. Constitution — nature of; date of adoption. 

3. Departments — functions of each. 

4. State officers — general duties. 

5. County officers — general duties. 

6. County seat. Court house. Jail. 

7. City officers — council — fire department. 

8. School officers. 

Questions on the History of the Counties of Michigan 

1. Who were the first explorers of your county? 

2. What Indians did they find there? 

3. What Indian legends or stories can you find? 

4. Who were the first settlers; where and when, what nationaUty? 

5. The first organization. 

6. Name of the ffi'st town. 

7. Origin and signification of names of county, towns, or cities. 

8. Are there any historic spots? 

9. Any landmarks? 

10. First schools estabhshed and first teachers. 

11. History of first churches and ministers. 

12. Early transportation and first roads. 

13. Kinds of trees found in county. 

14. Names of railroads. 

15. Topography. 

16. Crops from early times to present. 

17. Culture of fruit. 



APPENDIX 137 

18. Industries. 

19. History of any academy, college or institution. 

20. Old and new household economies. 

21. Collect old letters, old newspapers from which articles pertaining to county and 
people may be taken. 

22. Who are the noted men and women of yoiir county? 

Local Statistics 
(To be ascertained by pupils.) 

Population of home county. 

Valuation of home county. 

Valuation of township. 

Valuation of school district. 

Number of graded schools in your county. 

Number ungraded schools in your county. 

Number children between five and twenty years in your county. 

Number children between five and twenty years in your district. 

Value of property in county. 

Value of property in district. 

Total cost of schools in district. 



MUSIC 

General Notes 

It is understood that a regular systematic course of instruction such as is given in the 
city schools cannot be carried on in the rural schools, hence the following outline. This 
is prepared with a view of meeting the needs of the schools where there is no regular super- 
vision, and where only a few minutes a day can be given to the music. 

The teacher should have several song books from which to select the "rote" and other 
songs. 

If possible, let the children from the fourth gi-ade up have a uniform song book. 

This outline can be carried out as given if fifteen minutes per day be allowed. 

The work is prepared on the supposition that the teacher has some masical knowledge 
and can sing, but it can be carried out even if such is not the case, if the teacher will prepare 
herself in advance on the work as given to the school. 

Suggested method of teaching a rote song: 

1. Teacher sings the entire song a number of times. 

2. Teacher sings first phrase several times, class listening with eyes on teacher. 

3. Class repeats phrase. 

If class cannot properly repeat, it is for one of two reasons: either the phrase has not been 
sung often enough or else the phrase is too long. 

4. Teacher sings second phrase several times. 

5. Class repeats pkrase. 

6. Teacher joins first two phrases. 

7. Class repeats. 

8. Proceed in above manner until song is learned. 

9. Absolute accuracy not only of intonation but of attack must be insisted upon. Any 
wavering or sliding of the voice from tone to tone must be discountenanced. Pure, ac- 
curate intonation is essential. When the song has been learned, let individuals sing it; 
different groujis of children may then sing, making repetitions follow each other as speedily 
as possible. 

Outline 

First Month. 

First week — Sing familiar songs giving special attention to America, Star Spangled 
Banner, and Nearer My God to Thee. 

Second Week — Continue review of famiUar songs, giving special attention to Sioanee 
River, Home Sweet Home, and Italian Hymn. 

Third Week^ — Teach a new song of four phrases by rote, using the words and "loo." 
(Ear training.) Teach the syllables, do, re, mi, fa, sol, la, ti, do, by writing same on 
board vertically and requiring class to read them (spealdng voice); later apply to the 
tune of the major scale singing descending and ascending, collectively and individually. 
Sing famihar songs, including Battle Hyynn of the Republic. 

Fourth Week^ — Teach a new song of four phrases by rote, using the words and "loo." 
Continue drill on scale with the syllables and "loo," individually and collectively. Teach 
the staff and treble clef; explain, using blackboard for demonstration. Have class make 
staffs and clefs on practice paper. Review the new song of last week and familiar songs, 
including Sweet and Low. 

Second Month. 

First Week — Teach a new song of four phrases by rote, using the words and "loo"; 
later in the week add the regular syllables as a new stanza to this and the other new songs 
learned thus far. Teach the permanent pitch names of the hnes and spaces of the staff, 
starting with the second added space below, and continuing to the second added space 
above. The pitch names used are the first seven letters of the alphabet. A, B, C, D, E, 
F, G. Continue the singing of familiar songs, including Columbia, the Gem of the Ocean. 



APPENDIX 139 

Second Week — Teach a new song of four or six plu-ases by rote using words, syllables, 
and "loo." Review the drill on the major scale, clef, staff and pitch names. Explain 
the bar and double bar. Sing familiar songs, including Old Black Joe. 

Third Week— Teach a new song of four or~six phrases by rote, using words, syllables, 
and "loo." Continue the drill on all the new things taught thus far, especially the singing 
of the scale and pitch names. Explain "accent" and "measure." Sing famihar songs, 
including Flow Gently, Sweet Aflon. 

Fourth Week — Teach a rote song. Drill on staff, clef, pitch names, major scale, bars, 
(single and double), and measures. Teach the whole, half and quarter notes, having 
children practice making them. Sing famihar songs, including The Watch on the Rhine. 

Third Month. 

First Week — Review the rote song taught the fii'st month, third week. Place the same 
on the board just as it appears on the printed page. (This is the first week in eye training.) 
Have the children sing the words while the teacher points to the notes, then sing the syllables 
by the same process, mark off the phrases, count the measures, count the different kinds 
of notes. Continue major scale singing and driU on pitch names; teach eighth and six- 
teenth notes. Sing famihar songs, including Lead Kindly Light. 

Second Week- — Review the rote song taught the first month, fourth week. Place it 
on the board and have the children sing the words, the teacher pointing to the notes as 
sung, sing syllables, mark off phi-ases, count measures, count different kinds of notes. 
Continue major scale drill and pitch names. Teach whole, haff, and quarter rests. Have 
children write them. Continue famihar songs, including Nancy Lee or a Thanksgiving 
song. 

Third Week — Review the rote song taught the second month, fu-st week. Place it on 
the board and have the children sing the words, the teacher pointing to the notes as sung. 
Sing syllables, mark off phrases, count the measures, count the different kinds of notes. 
Continue major scale drill and pitch names. Teach eighth and sixteenth rests. Have 
the children wTite them. Continue famihar songs, including songs of Thanksgiving. 

Fourth Week — Review the rote song taught the second month, second week. Place 
on the board. The teacher points to the notes while the children sing the words and then 
the syllables. Mark off the phrases, count the measures, and count the different kinds 
of notes. Continue major scale drill and pitch names. Review all kinds of notes and 
rests learned thus far. Explain an interval and show the children how they have been 
singing intervals in all their songs. Sing famihar songs, including Auld Lang Syne. 

Fourth Month. 

First Week — Review the rote song taught the second month, thu-d week, placing the 
same on the board . Have the children sing the words and then the syllables as the teacher 
points to the notes. Mark off the phrases, count the measures, count the different kinds 
of notes. Review pitch names, different Icinds of notes, and rests. Drill on intervals, 
as follows: Explain that the major scale is the material out of which songs are made 
but that, in the song, the tones are used in many different arrangements, while in the scale 
the order is always the same. Drill on intervals by ear only, that is, call for do, mi, sol, 
high do, sol, mi, sol, low or high do, etc., individually and collectively. (This is called 
oral interval drill.) Sing famihar songs including Annie Laurie. 

Second Week — Review the rote song taught the second month, foiu-th week. Place 
it on the board and have the children sing, using words and syllables while the teacher 
points to the notes. Mark off plu-ases, count measures, and the different kinds of notes. 
Review pitch names, and the different kinds of notes. Continue the singing of the scale 
and oral interval drill. Sing famihar songs, including the round. Row, Row Your Boat, or 
a Christmas song. 

Third Week — Teach a rote song, of four, six or eight measures, any key, using words, 
syllables, and "loo." Continue the major scale drill and oral interval drill singing indi- 
viduaUy and collectively. Teach the sharp, flat and natural signs, explaining their use. 
Sing famihar songs, especially those that have the Christmas spirit, including Love's Old 
Sweet Song. 



140 STATE MANUAL AND COURSE OF STUDY 

Fourth Week- — Review the rote song taught last week; place it on the board and have 
the children sing the words and note the positions of the notes on the staff. Sing the 
syllables, count phrases, measures, and different kinds of notes. Note the signature for 
the first time. Review pitch names, continue major scale drill and oral interval drill 
individually and collectively. Explain "key" and that the major scale may start any- 
where on the staff but when it does not start on C there must be sharps or fiats in the 
signature to tell where it does start. Sing familiar songs, especially those having the 
Christmas spirit in them. 

Fifth Month. 

First Week — Since this is the first week after vacation, a thorough review is necessary. 
The most important points being pitch names, note and rest values, scale and oral interval 
drill. Explain that the major scale has five whole and two half steps and that the half 
steps always come between 3-4 and 7-8. Show this by placing a scale ladder on the board. 
(Do not sing from it, use only for a visualization of the distance between the tones.) Drill 
from the staff on the major scale, also place little studies of two phrases in the key of C 
using notes of equal value with easy skips. This is the first real sight singing. Sing 
famihar songs, including Dixie. 

Second Week — Introduce sight singing from the staff. Place on the board short song 
studies of two, four or more phrases in key of C and read by syllables, working out each 
phrase separately. Note the correct time value of notes and the proper pitch of tones, 
later teach the words and use "loo" for voice drill. Review the major scale and interval 
drill, explain time and try to show pupils how necessary time and tvne are in every song 
and study. Explain the time signature, giving particular attention to 2-4 time. Sing 
famihar songs, including Blow, Ye Winds, Heigh-Ho. 

Third Week — Teach the key of G. Show how it happens that F sharp is used as the 
key signature, place the scale ladder on the board and bring out the fact that there must 
be a half step between 3-4 and 7-8 when "do" starts on G as well as when it starts on C. 
Place a short song or study of two, four, or more phrases on the board, read by syllables 
each phrase, collectively and individually. Sing famihar songs, including Drink to Me 
Only With Thine Eyes. 

Fourth Week — Place a song or study on the board in the key of G in 2-4 time. Read 
by syllables, dividing it into phrases. (Note number of phrases, measures, etc.) Continue 
singing the major scale in the key of G, and place short studies with different intervals 
in the same key on the board and driU. Continue drill on time signatures. Explain 
2/8 and 2/2. Sing famihar songs, including My Old Kentucky Home. 

Sixth Month. 

First Week — Teach the key of D. Explain why the two sharps are used as a signature; 
use the scale ladder for demonstration. Place a short song or study of four, six or eight 
phrases on the board; read it by phrases, using the syllables. Note the tone lengths as 
represented by the difTerent kinds of notes, accent the note after each bar. Continue 
the practice of the major scale in the key of D, also interval drill using the blackboard. 
Continue singing familiar songs, including The Minstrel Boy. 

Second Week — Place a song or study on the board in the key of D in 2-4 or 2-8 time. 
Read by syllables, a phrase at a time. After having read it through for the tones, have 
the children sing it in strict time. Practice the scale and intervals in the same key, review 
pitch names, formally introduce three part measure as represented by 3-4, 3-8, and 3-2 
time, — one strong and two weak pulses. Show that the different kinds of notes can be 
"beat" notes. Continue singing famihar songs, including Abide With Me. 

Third Week — Teach the key of A. Explain why three sharps are used as a signature; 
use the scale ladder for demonstration, or any other device that the teacher may see fit 
to use which will help to illustrate the subject. Place a short song of four phrases on the 
board in the key of A; read by syllables a phrase at a time. Continue the drill on scale 
and intervals in the key of A and time signatures. Continue famihar songs, including 
Believe Me, If All Those Endearing Young Charms. 

Fourth Week — Place on the board a song or study of four plirases in the key of A 3-4 
time. Read by syllables, a phrase at a time, the first two times for tones only, the third 
time in strict time, giving notes the correct lengths. Practice major scale and interval 



APPENDIX 141 

work in the key of A, placing examples on the board for the interval drill. Review two 
and three part measure. Teach 6-8 time, comparing it with 2-4 time, using triplets. 
Continue familiar songs, including Ben Bolt. 

Seventh Month. 

First Week — Teach the key of E, showing reasons for using four sharps as a signatiu-e. 
Place a song or study in the key of E on the board; read by syllables, a phrase at a time, 
the children singing individually and collectively. Practice the major scale and intervals 
in this key. Continue drill on 6-8, 3-4, and 2-4 time. Add 4-4 time and show that it 
has two strong counts. Continue familiar songs, including Santa Lucia. 

Second Week — Place a song on the board in the key of E and 6-8 time. Have the 
pupils look at it and try to think how it sounds, silently reading by syllables. Then sing 
it individually and collectively. Practice the major scale in this key as well as the intervals. 
Review the keys of C and G, having the children write them, using quarter notes. Continue 
famiUar songs, including Work for the Night is Coming. 

Third Week — Teach the key of F. Explain why one flat is necessary in the signature. 
Practice singing the scale and intervals in key of F. Place on the board a song or study 
of four phrases in 4-4 time. Have the children sing by syllables individually and collec- 
tively. Practice writing the scales in the keys D and A, using half notes. Continue 
singing familiar songs, including Sky Boat Song. 

Fourth Week — Place a song or study on the board in the key of F, in 4-4 time. Read 
by syllables, individually and collectively. Practice singing the scale and intervals in 
this key. Review the key of E, having the children write the scale in eighth notes. Con- 
tinue singing familiar songs, including The Old Oaken Bucket. 

Eighth Month. 

First Week — Teach the key of B flat, showing why two fiats appear upon the signature. 
Place a song or study in this key on the board, reading by syllables; review the key of 
F and have the children wTite the scale, using whole notes. Continue famiUar songs, 
including The Battle Cry of Freedom. 

Second Week — Place a song on the board in the key of B flat, 6-8 or 4-4 time. Read by 
syllables, individually and collectively. Practice the major scale and intervals in this 
key. Teach the function of a tie and a slur. Demonstrate on the blackboard. Continue 
famihar songs, adding The Swing. 

Third Week — Teach the key of E flat, showing necessity of using the three flats as a 
signature. Place a song or study on the board in this key, reading by syllables. Practice 
the major scale and intervals. Review time signatures and note values, explaining the 
effect of a dot after any note or rest. Sing famihar songs, adding The Cradle Hymn. 

Fourth Week^ — Place a song or study on the board in the key of E flat, 4-4 time. After 
the pupils have had a few minutes to think it out, let them read it by syllables in time and 
tune. Review the key signatures, sing the major scale and intervals in the key of E flat. 
Explain the hold or pause mark and staccato marks. Sing famihar songs, adding a new 
song, The Shell. 

Ninth Month. 

First Week — -Teach the key of A flat and explain the signature of four flats. Drill on 
scale and intervals in this key. Place a song or study on the board in the key of A flat, 
6-8 time. Read by syllables, individually and collectively. Explain the abbreviated 
signs: p, pp, m, mf, f, ff, cres, dim, rit. Review the scale and intervals in the key of A 
flat. Sing familiar songs including Blu£ Bells of Scotland. 

Second Week — Place on the board an exercise or song of four phrases in the key of_ A 
flat, 4-4 time. Read by syllables individually and collectively. Continue the practice 
of major scale and intervals in this key. Review the keys of B flat and E flat. Continue 
singing of famihar songs. 

Third Week — Review staff, clef, pitch names, bars, measures, notes, rests, tie and slur. 
Have the children write the same on paper. Also have them invent a Utile tune to a familiar 
four-hne poem in any key or tune. Sing famihar songs. 

Fourth Week — Review the nine common key signatures. Write the scales in three of 
them, also review the time signatures and any other technical points that were not touched 
upon last week. Sing famihar songs. 



HYGIENE AND PHYSIOLOGY 

Purpose 

The sole purpose of the teaching of hygiene and physiology in the grades is to secure 
health habits in the children themselves. 670,000 people die in the United States every 
year whose lives might have been saved by reasonable precautions which have already 
been pointed out by medical experts. 

Acquisition of Health Habits 

Childhood is the time to learn how to make and keep the human machine most efficient. 
Schools are the natural agency for securing health habits because children beUeve what 
the teacher says. But the emphasis should always be placed upon practice by the children, 
rather than upon knowledge and gUbness in reciting the facts as to what should be done. 
Knowledge without practice is entirely useless. 

Instruction in these habits should not, in the lower grades, be based upon physiology; 
but upon authority. In the intermediate grades, when it becomes advisable to give 
reasons, they should be social and not physiological. For example: In insisting upon 
mud being cleaned from the shoes before entering the schoolhouse it should be brought 
out that it is not fair to others to bring mud which will become dust into the room because 
it affects the lungs of others, especially the weaker children in school. No explanation of 
the exact physiological effect upon the pupil himself should be made, where the social 
motive can be vu-ged. Such instruction may be given by stories, informal talks, or direct 
statement of facts with the reason for the heaUh practices required. In the seventh grade, 
physiology, hygiene and first aid are outlined in the form of a regular daily course. In 
the eighth grade these may be reviewed and a little additional work in sanitation especially 
farm sanitation may be given if time permits. The Pubhc Health Btilletins issued by the 
State Board of Health will furnish the best basis for this. 

Hygiene of the Schoolroom 

In addition to giving this health instruction and attempting to get children to adopt 
health practices, it is the duty of every teacher to see that the environment of the school- 
room is fitted in every respect for the tender tissues of the children. The teacher must 
see that the floor gets scrubbed once a month, that the ventilation is provided (window 
boards, unless patented system of heating and ventilation is provided), that the hghtmg 
is sufficient and rightly placed, etc. The Department of Public Instruction has pub- 
hshed a bulletin on school hygiene with full instructions. Follow these instructions 
carefully. 

Health instruction and sanitation of the schoolroom are more important to young children 
than the three Rs. 

First Aid 

This outline in first aid is designed to secure two ends. 

1. Use by the teacher herself in case of injury to pupils. 

2. Instruction of pupils. 

To accompfish the first of these purposes and. in her demonstrations before her pupils, 
the teacher is expected to use the simple and inexpensive materials suggested below and 
furnished by the district. In the practice of pupils the bandages may be made by the 
teacher and pupils from material furnished by them. An old bed sheet makes excellent 

bandages. , , ■ i • ■ i 

Interest in first aid may be aroused by stories, one or two of which are given in the 

outUne. However, the only effective method for the pupil to acquire practical knowledge 

of first aid is through : 

(a) Actual demonstration by the teacher herself of first aid in each of the accidents; 

or by one of the mature students after practice and under direction of the teacher. 



APPENDIX 



143 



(b) Subsequent practice by all the pupils, they being paired off and practicing upon 
each other. Both boys and girls are wonderfully interested in such practice.. Let the 
older pupils later apply first aid under the supervision of the teacher in cases of minor 
injuries to younger children. Such practical use will vitalize all the hygiene work. 




The following material should be p.urchasedi,by [every 'district'andtkeptLin a place beyond 
the reach of curious children: 

One small bottle of hydrogen peroxide (disinfectant). 

Three aseptic roller bandages — two-inch (permanent bandages). 

One triangular bandage (sling and temporary bandage) . 

One small packages of adhesive tape (for fastening bandages, etc.). 

One pair of scissors. 

One tumbler or jelly glass. 



144 STATE MANUAL AND COURSE OF STUDY 

One porcelain-lined bowl or basin (eight or nine inch). 
The porcelain bowl is to serve : 

1. As a container for all other first aid materials. 

2. For bathing wounds, etc. 

It is believed that the small child will become interested more readily if the common 
things which he should know are put in story form. The two stories which follow are 
merely suggestive. The essential facts regarding other emergencies follow. In teaching 
the older pupils, however, the important factors are the demonstration by the teacher 
and the practice by the pupils as stated above. 

BREAKING THROUGH THE ICE 

Drowning 

It was Saturday afternoon and the boys were in a hurry. 

"Come, John," said Teddy, "and bring my skates. They hang there in the kitchen. 
Harold Brown and Mary just went past and we must huury or we won't have time for any 
fun." 

In a moment John came with his and Teddy's skates hung about his shoulders and the 
two boys started for the pond for an afternoon of sport. There had been some snow early 
in the winter but this had melted and afterwards the ice had frozen in one smooth glaring 
sheet. 

The boys were not long in reaching the pond where Mary and Harold were already 
skimming over the smooth surface, and in a moment they had fastened on their skates 
and were having great fun. 

There was only one place where the young people needed to be careful and that was 
where the little creek. Bear Creek they called it, flowed into the pond. There the ice was 
thin and unsafe and all had been cautioned again and again not to skate near this piece of 
thin ice. Jad Taylor and his sister Nettie came after a time and the six boys and girls 
were having a merry time. All at once there was a loud splash, and Teddy Green's head 
was seen bobbing out of the water. He had ventiu-ed too near Bear Creek and had skated 
on the thin ice. The girls screamed — as girls are apt to do — and the boys could not think 
for a second of a thing that would help poor Ted ; but Teddy was one of the favorites and 
they had to do something. John looked around for a board but there was none in sight. 
However, there was Mr. Taylor's rail fence. The boys did not stop to wonder whether 
Mr. Taylor would care or not, but John quickly took a rail and going as near the hole as 
he dared, sUd it carefully out on the thin ice to where Ted was struggling in the cold water. 
By this time Ted was too cold to grasp the rail, so John, keeping hold of Jad Taylor's 
hand behind, carefully and slowly crawled near enough to grasp Ted's hand and draw 
him up on the rail. 

But Ted had grown too weak and tired. He sank just as John's hand reached out to 
grab him and when he rose to the surface he was Hmp and unconscious. John made an 
extra effort and leaning out as far as he dared caught Ted's coat. Then with the un- 
fortunate Ted in one hand and grasping hold of the frightened Jad with the other he crawled 
slowly and carefully back to the shore. 

Meanwhile some large boys had come running to the scene. They hastily carried "Ted 
into a nearby warm house. They then turned him face downward on the floor and seizing 
him at the waist hfted him up and down several times to expel the water from the lungs 
and stomach. Then he was turned on his back. One folded his coat and put it under Ted's 
shoulders, so that his head was lowered and then standing astride of Ted's hips, he drew 
Ted's tongue forward and held it by grasping its shppery surface with his handkerchief. 
Another standing just above Ted's head took hold of both his arms and raised them above 
his head, stretching them as far afe possible. Then he drew them down again. He did this 
several times, but still Ted's eyes did not open. He tickled Ted's nose. Still no response. 
Again he drew the arms slowly up and down. It seemed ages to John, but it was really 
only a half-hour that he had been working and John knew that sometimes one has to work 
over a drowned person for an hour or two before there is any sign of hfe. Finally Ted's 
eyes opened and the scared boys knew that he would Uve. Mother Jones gave him a big 
bowl of ginger tea to make him sweat and put him to bed between warm blankets so that 
he would not take cold and the next morning Ted was as well as ever. 

Why was the ice thin where Bear Creek ran into the pond? 

Did you ever see a boy break through the ice? 

What did you do? 

What would you do now? 

Why did the boys have to be careful in sliding out the rail? 

Why did John keep hold of Jad^Taylor's^hand? 



APPENDIX 



145 



What would you have done if there had been no rail or board? 

Explain that both John and Jad might have lain flat on the ice and Jad could have 
kept hold of John's arm or coat and thus a human board might have been formed which 
would have had the same effect, but which would have been a little more dangerous. 

Here two boys previously instructed by the teacher, and after practicing in private, 
should go tlirough all the. motions of resuscitation, acting out the whole scene before the 
school as reaUsticaUy and dramatically as possible. Get the spirit of life saving. 




Demonstration and Practice 

First — Immediately loosen the clothing about the neck and chest. 

Second — Lay the body, with the head hanging down and with its weight on the stomach 
across any convenient object, such as a keg, box, boat, timber or your knee. Open the 
mouth quickly, drawing the tongue forward with handkerchief or cloth to let the water 
19 



146 STATE MANUAL AND COURSE OF STUDY 

escape. Roll the body gently from side to side and then back on the stomach. Do this 
several times to force the water from the stomach and throat. There is Uttle water in the 
lungs. 

Third — Lay the body on the back, make a roll of a coat or any garment, place it under 
the shoulders of the patient, allowing the head to fall back. One operator kneeUng astride 
the hips of the patient should grasp the tongue with his fingers covered by a handkerchief 
to prevent shpping. The other operator should then kneel at the head of the patient. 
Grasp the arms at the middle of the forearms and leaving the elbows bent, fold them across 
the stomach, and raise them over the head to a perpendicular position, drawing them back- 
ward, straight, and hard, then forward overhead to the sides again, pressing the arms on 
the lower part of the ribs and side, always leaving the elbows bent so as to produce a bellows 
movement upon the lungs. Do this twelve or fifteen times a minute. If convenient, 
apply smelling salts, camphor or ammonia to the nostrils to excite breathing. Remove 
the clothing, dry the body and rub the limbs briskly upward. 

This demonstration should be followed by the questions below, which should be asked 
the whole school. Later the boys of the seventh and eighth grades should each in turn 
go through these motions. 

Why was the clothing loosened about the neck and chest? 

Why was the body laid across the knee or other support and resting on the stomach? 

Why was it rolled from side to side? 

Why was the tongue grasped with the handkerchief? 

Why was the tongue pulled forward? 

What does the sharp pull on the upper arms over the head do to the ribs? 

What does the pressing down hard upon the lower ribs with the forearms of the patient 
do to these lower ribs? 

What does rubbing upward do? 

[The face down method of artificial respiration is more effective than the above method, 
but more difficult. For full instruction in this method, see bulletin of Michigan Board 
of Health.] 

FROZEN AND CHILLED FINGERS 

Less than two weeks after the time Ted received his cold plunge, the snow came in gi'eat 
drifts which piled high above the fences and it turned bitter cold. One night shortly after 
this John and Ted started home from school in what proved to be a terrible blizzard. The 
two boys tried to find the road home but in vain. The snow seemed to be in great hills 
in front of them. They had just decided that they were lost and would burrow out a hole 
in the snow and wait for someone to find them when they saw a light ahead of them. There 
were two very happy boys that reached Farmer Jones' house a few minutes later. Ted 
started for the stove to get warm, but Aunt Mary, the good farmer's wife, looked at his 
little hands. They were very red, almost blue, with cold and in fact were quite chilled. 

"You poor child," she said, "Don't go up to the fire just yet, or you may be sorry." 

Aunt Mary rushed out of the door and in a minute returned with a pan of snow. Taking 
a great handful of it, she rubbed it on Ted's ears. Then she placed his hands in the pan 
and made him rub them imtil they ached. At fii-st it did not feel very good, but after a 
time his ears and hands fairly burned with warmth. 

"Don't put anything warm on chilled hands or feet or frozen ears. Instead rub snow 
and ice on them. It hurts, but it is good for them" said Aunt Mary as she sent the boys 
home with farmer Jones. 

OPEN WOUNDS (CUTS, ABRASIONS, ETC.) 

1. The hands of the teacher should be washed thoroughly with soap and water in the 
special bowl pi-ovided. Put a little peroxide in the glass and add the same amount of water. 
Tear off a small piece of the aseptic roller bandage, dip in the disinfectant, and wash the 
wound in all directions away from the injury. If the part is particularly dirty also wash 
thoroughly with soap and water in the porcelain Uned basin, but keep all dirt and dirty 
water out of the wound. 

2. In case of a cut, draw the parts of the wound apart and drip or pour disinfectant 
inside. 

3. After thoroughly disinfecting, cover wound with roller bandage. Sometimes it is 
not convenient to wind the part with the roller bandage. In such cases several inches of 
this bandage may be cut off and folded into several thicknesses. The pad should then be 
fastened in place over the wound by means of the adhesive tape. The important thing 
in any bandaging is to keep out the dirt. 



APPENDIX 147 

In class practice represent cuts by ink mark (red ink, if possible) and make e^ich member 
of the class put on a bandage that will stay and is sightly. 

SPRAINS 

In all cases of sprains the results may be serious. In sprains there is a twisting and 
tearing of the hgaments, in consequence of which there is a rupture of the small blood- 
vessels and internal bleeding. This bleeding is manifested by swelling, and later by 
discoloration. These may be checked and relieved by the application of cold or heat 
and by pressure. 

If the sprain is in the wrist, ankle or foot, immerse the part in a bucket of very hot water, 
and add more still hotter water from time to time, as hot as can be borne, for fifteen or 
twenty minutes. Keep hot. After this a firm bandage should be applied, and the part 
•elevated. 

If the sprain is in the wrist, apply the triangular bandage in the form of a shng. If the 
wrist sprain is at all severe, a piece of shingle or other splint should be wrapped or padded 
and bound to the forearm before the application of the sling. 

Instead of hot water, cold applications may be used. The part may be put tmder a run- 
ning tap of very cold water, or cloths dipped in very cold water may be used. 

If the sprain is quite serious, caU a doctor after applying first aid. 

BROKEN BONES 

Send someone for the doctor. If it is necessary to move the patient to any distance, 
make a pad over a splint, i. e., board, stick, or umbrella. Lay the broken limb or part 
. upon the cushioned splint, and apply bandages or handkerchiefs to keep the parts quiet 
and in such a way as to prevent the fragments of bone moving upon one another. 

DISLOCATIONS 

The part below the dislocated joint will not dangle as in a break, but the joint itself 
will be very stiff, and the great tension of nerves and muscles will result in very great 
pain. Do not touch the injured part. Call a doctor at once. Chloroform, relaxing the 
muscles, will allow the expert to set the joint easily as well as painlessly. 

BRUISES 

Wring a cloth from very cold water. Bathe the parts to check the internal bleeding 
and prevent discoloration. Later the apphcation of a piece of raw beef will be beneficial. 

A SLIGHT BURN 

Put the burned hand or finger in cool water to soothe the smarting. Apply a little 
common baking soda and afterwards vaseUne. If the burn be severe it would be better 
to put the hand in hot water to draw the heat out, but when only slight there is no need. 

In this emergency, the demonstration alone is sufficient without practice by all the 
class. Have some one of the older pupils bring the baking soda and vaseline and give the 
demonstration. 

POISON BY POISON IVY 

The ivy which is poisonous is that which has three leaves and is not the five-leaved. 
This is found chnging to fences and the stumps of trees in the woods during the spring 
and summer. 

Bathing in buttermilk reduces the fever. 

Sweet oil appUed heals and soothes. 

A mild solution of sugar of lead kills the poison and prevents spreading. 

FAINTING 

There is no particular hurry and little danger. Lay the patient out flat with the head 
lower than the feet; loosen neck bands, corsets, etc. If a bench is handy elevate one end 
upon another bench or box and place the patient head down upon the inclined^bench. 
This is the essential treatment. However, the limbs may be rubbed toward the body. 



148 STATE MANUAL AND COURSE OF STUDY 

The face should be Ughtly sprinkled with water. Smelling salts may be applied, if handy, 
but are not necessary. After recovery the patient should lie down for some time. 

NOSE BLEED 

Wet a piece of paper in cold water and put it on the back of the neck. Give the child 
something to chew, either gum or a piece of paper. Another simple way is to put a piece 
of paper under the upper lip and then have the child draw the hps back, firmly pressing 
against the teeth, 

CHOKING 

First try slapping the back vigorously. If that is not effectual lay the child on the 
floor face downward and continue slapping the back, being sure that the head is a little 
lower than the rest of the body. If the case is still obstinate take the child by the heels 
and hold head downward and let some one pound him on the back until the cause of the 
choking is removed. 

SEVERING AN ARTERY 

When an artery is severed it can be told by the color of the blood and the fact that it 
flows in spurts corresponding to the heart's action. The essential treatment is to stop 
the flow of blood from the heart to the wound. This may be done as follows: Have the 
patient he down. Hold the arm or other cut hmb up. Take a handkerchief and tie a 
hard knot in it. Tie the handkerchief loosely around the limb between the cut and the 
heart, with the knot pressing on the artery. Put a stick under the handkerchief and twist 
tightly until there is httle blood flowing. Call the doctor to tie the artery. In practice 
the exact location of the artery and the best place for the tourniquet should be found in 
some physiology textbook. 



HYGIENE 

Eyesight 

After testing each pupil in the school privately with the eye chart supplied by the De- 
partment of Public Instruction test one or two of the best pupils over again in full view 
of the entire school. 

Also, retest one or two of those having the lowest acuity of vision. 

Then draw from the pupils reasons why some eyes are so poor and why nearly all have 
trouble with their eyes as they grow older. List on the board these reasons as fast as the 
pupils give them, and discuss each one. The list should contain at least the following 
causes of these differences and troubles: 

1 2 

Causes Remedies 

Heredity. No remedy. 

Poor hght, especially at dusk. Shades in school well up. Lamp at dusk. 

Facing the window or lamp. Light over shoulder only. Left only, if 

writing. 
Sun's rays directly on the book. Move the book out of direct rays. Change 

seat, if necessary. 
Holding book too close to eyes, especially Hold book in hand about fifteen inches 
by bending too far over the desk. from eyes and keep back straight while 

writing. 
Infecting the eye through towel or dirty Avoid wiping where others have wiped. 

fingers. Keep the fingers out of the eyes. 

Reading too long at one time. Rest the eyes frequently. 

After list number one has been made up by the class, the teacher should then make, 
with the aid of the class, a Ust to the right of Ust number one (as shown above), stating 
what may be done to prevent each of the above causes of poor eyesight from operating. 

Some may be nearsighted, that is, can see only objects which are very near, and some 
are farsighted, that is, they have difficulty in reading without eyeache or headache. Spec- 
tacles should be worn when such is the case. They should be fitted by specialists and never 
by a travehng vender of glasses. 

A particle of sand or other foreign substance between the eye and fid causes great pain. 
It seldom does any good to rub the eye. Instead, hold the lid away from the eyeball 
for a moment, and the tears will usually wash the particle away. If not, a pencil may be 
put over the upper lid and the Ud turned back over the pencil. The teacher should not be 
afraid to turn the hd wi'ong side out. Have the pupil look down; grasp the eye lashes 
and press the pencil against the middle of the upper Ud and quickly turn the Hd back. 
The particles ma.y then be wiped out by means of a soft cloth or handkerchief. 

How far from the eyes should we'^have work or reading? 

What has been said about having a good hght? 

How should the light be placed when one is reading by lamplight? 

When are shades needed for the eyes? 

What about facing a window? 

What about looking at the sun and bright Hghts? 

What should be done when the eyes are tired? 

Where should the light be placed when one is writing? 

What is meant by nearsightedness? Farsightedness? 

Did you ever get sand or any other substance in your eye? 

How did you get it out? 

How might it have been removed? 



150 STATE MANUAL AND COURSE OF STUDY 

Bathing 

One of the surest ways in which to keep*healthy is to keep the skin clean. To do this 
a bath at least once a week with warm'water and soap is necessary, together with a good 
rubbing with a towel afterwards. If the bath is followed by a dash of cold water the 
weakening effects are overcome and one grows hardy and is less apt to take cold. 

A cold bath is better than a warm one if a child can stand it. 

The bath should be taken in a warm room. 

A cold bath should be taken in the morning; the warm one at night. Why? 

Do not bathe soon after eating. Why? 

Rub the body well with a rough towel after a bath. Why? 

Do not stand or sit in a draft after a warm bath for one is apt to take cold. 

Washing the face, with soap when dirty, rinsing and drying with a soft towel is the 
only thing toMo to the skin to keep a good complexion. 

A healthy body, frequent bathing and plenty of exercise are all that are needed to keep 
the covering of the body as it should be. 

How shall we keep the skin healthy? 

How often should one take a bath? 

How should the bath be taken? 

Which is better, a cold bath or a warm one? 

How should the room be for the bath? 

When should a warm bath be taken? A cold bath? 

What is said about a bath after eating? 

How may one take cold after bathing? 

How do some ladies try to make their complexions better? 

Why is this not a good plan? 

How should the face be cared for? 

The Hair 

Brush the hair each day to keep the oil distributed and to remove the dirt. Frequent 
washing of the scalp in soft water is ordinarily all that is needed to keep the head and hair 
in good condition. 

Care of the Nails 

Teach the children not to bite the nails. It makes them ragged and the ends of the 
fingers sore. Hangnails should be cut off close to the flesh. To avoid them gently push 
the skin back from the nail. (Illustrate.) Keep the skin pushed back from the nails, 
the nails cut and cleaned. 

The nails of the toes may be injured by wearing tight shoes. They press the toes together 
and cause ingrowing nails. 

Mouth Hygiene 

Theory 

What are a horse's teeth for? 

"A horse is as old as his teeth." Why? 

Why is it still more important that man's teeth should be kept "young" for as long 
as possible? 

If you have bad teeth, you cannot chew your food properly as you grow older. Your 
breath is disagreeble to others. The putrid matter -and gases from the cavities and the 
improperly masticated food make digestion poorer. It is digested food only that gives 
a person his energy and makes him able to play and work vigorously. So a man is as old 
as his teeth. 

Teeth decay because: 

Food lodges between the teeth and decays in the mouth. How removed? Pick, brush. 

A yellow deposit called tartar forms on the teeth. How removed? Brush. 

The enamel is broken by cracking nuts with the teeth, etc. 

How may the teeth be kept sound? 

Teach the use of the toothbrush, illustrating the motions with a real brush. This should 
be rubbed up and down, as well as across, and should also be applied upon the inner as 
well as the outer surfaces. Brush the teeth twice a day at least, using a paste or powder 
one of these times, if possible. 



APPENDIX 151 

If teeth are akeady decayed, a prompt visit to the dentist saves money and suffering. 
Rural people suffer from decayed teeth more than from any other physical defect. Why? 
(Many dentists and some free dental chnics for children in cities keep the teeth of city 
children in much better condition.) Rural children should visit the dentist at least once 
a year; city children, twice a year. 

How'does food between the teeth affect them? 

What is tartar? 

Why should one not break nuts with the teeth? 1 

How should the teeth be brushed? How often? 

Did you ever hear of a horse dentist? Why do some men take their horses to the dentist? 

Why should the dentist be visited at least once a year by every person? 

Practice 

The teacher should urge each child to get a brush and should try to keep account of 
those who are using it regularly. Send to Colgate & Company, who will furnish free a 
sample tube of paste for each pupil. Furnish one of these to each pupil who agrees to use 
it. Have each pupil keep a written account of his daily use of the toothbrush, and at 
the end of each week get the report from each child. Take this record as a part of the 
hygiene work throughout the year, marking on practice instead of power to recite on mouth 
hygiene. Those who are perfect in practice for a term, should be given some special 
honor. 

Breathing 

Everyone breathes all the time but we become so accustomed to it that it is not noticed. 
Hold one hand on the chest and the other near the nose. When the air comes out of the 
nose what happens to the chest? What happens when the air goes in? What happens 
to the waist? 

What is meant by the "chest measure?" Is there any difference between this measure 
when the chest is full of air and when there is no air in the chest? Which boy or girl has 
the greatest chest expansion? 

Measure the chest expansion of every member of the class, preferably with a tape. A 
piece of string with a knot in it may be used, however, and the portion of the string 
beyond the knot, which shows expansion, may be measured on the ruler. 

Two inches is a fair expansion for an eighth grade boy. Make a separate list for the 
girls. Why is the expansion for girls less? 

Reasons for A Good Chest Expansion 

All the great athletes have fine chest expansion. Also, the great women singers. The 
boys and the girls who have the greatest chest expansion can run farther and can do more 
work and enjoy play better than the one with less expansion. 

A person breathes to take into the body that part of pure air called oxygen and to send 
out impure air. This oxygen keeps the blood pure and helps to build up the body and to 
keep it well and strong and to furnish heat for the body. It is a great thing to be well 
and strong. 

Why is the healthy boy happier than the sickly one? 

Why can the well man do more work than the sick one? 

Dr. Knopf, the great tuberculosis expert of New York City says: "I never knew of a 
case of tuberculosis in a pair of lungs that had been thoroughly ventilated at least once 
a day." It is a great thing to be free from disease. 

Ways to Get A Good Chest Expansion 

The best way to ventilate the lungs and to secure a fine chest expansion is to play vigor- 
ously out-of-doors every day, summer and winter. Work out-of-doors is also good. Play 
out-of-doors as much as you can, without getting the feet wet and without getting chilled 
while sweaty. It will make you healthier, and you will be worth more in any profession 
later. 

Why do girls need to be out-of-doors as much as boys? Are boys stronger than girls? 
Why? 

Dr. Sargent of Harvard University, the greatest authority on strength tests in America, 
says that the average girl up to thirteen years of age can outrun and outjump the average 
boy of the same age, provided she has been out-of-doors as much as he has and has played 



152 



STATE MANUAL AND COURSE OF STUDY 



just the same games that he has. This is not true of the boys and girls older than thirteen. 
^ We can breathe through the mouth or through the nose, but one should always breathe 
through the nose because the hairs there catch the dust and do not allow it to pass through 
into the throat, and besides this warms the air. The mouth cannot do either of these 
things. Try breathing through the mouth once or twice on a cold morning. Notice 
how cold the throat becomes. Try breathing through the mouth in a hot room. See 
how the mouth becomes dry. 





Correct Standing Position. 



Incorrect Standing Position. 



Breathe through the nose. 

Take long deep breaths. 

Breathe fresh air. 

Sleep with your window open. Don't be afraid of night air or cold air. 

Keep the mouth closed when running or walking fast. 

Notice how warm it is in a crowded room. When so many people have to breathe the 
same air it becomes very impure and the room seems close. 

How is fresh air kept in our schoolroom? 

There should be window board ventilators unless there is a patented system of ventilation. 

Which ones of the large boys will fit one window apiece so as to give us all the air we 
need? 

How should one breathe? 

In what condition should the mouth be when one is wallcing or running? 

How should one get fresh air into a sleeping room? 

Why does one need to breathe? 

What is the chest measure? 

How is the chest measure changed when the breath is in the body? 

What is meant by chest expansion? 

What is the difference between breathing through the nose and through the mouth? 

Why does fresh air make one so healthy and prevent diseases hke tuberculosis? 



APPENDIX 163 

Some Things which Harm the Body 

One of the most injurious things which can be taken into the body is alcohol. You 
know how delicious the juice of grapes is when it is just pressed from them. But when these 
juices have stood for a short time in the sun or where it is warm they begin to "work," 
as mother says, and begin to be harmful. The change is caused by the growth of a tiny 
plant in them called a yeast plant. This yeast plant is smaller than a speck of dust and 
can be seen only with the aid of a microscope. These Uttle plants fill the air and are on 
the skins of fruit as well. When apples or gi-apes are crushed the yeast plants are washed 
into the juice and if the weather is warm they begin to grow. This plant causes alcohol 
to form in this juice. Of course, there is not much of the alcohol, but it is much better 
to eat the fruit than to drink the juice unless you are sure that it is fresh. So you see 
alcohol has been formed by decay or rotting. Do you wonder that alcohol is a poison? 
And this is the same Idnd of alcohol which makes the drunkard. Only the drink which 
he uses is nearer pure alcohol while this is mixed with the flavor of the fruit. 

The worst thing about it is that when one has taken one glass he has a desire for more. 
You know how a man who is drunk acts. He has been made so because his taste for 
alcohol would not be satisfied. It is for this reason if for no other that boys and girls 
must not take the first glass. It makes them want more. 

But besides this it is harmful in other ways. What boy or girl does not want to grow? 
Alcohol keeps the body from growing and the mind as well. It would dull our minds 
so that we could not even add numbers or enjoy play so well or many of the pleasant 
things that there are in hfe. 

Excessive use of alcohol affects the hning of the stomach so that food cannot be digested. 

Athletes who are in training for football, basketball, baseball or for any of the great 
foot races are not allowed to drink alcohol or use tobaccp. They would injure their speed 
and strength. 

Beer contains alcohol and it does the same harm as the stronger drinks except that it 
takes more of it, and more time to do the harm. The stronger drinks which have alcohol 
in them are whiskey, brandy, and rum. Beware of cider and homemade wines that have 
"worked" or fermented. 

Tobacco is also very harmful. It dulls the senses and one who uses it cannot hear, 
see, smell, taste or touch so well. It is made from the leaf of the tobacco plant and contains 
a deadly poison called nicotine. If this posion were swallowed it would cause death. 
In smoking Uttle of this poison goes into the system but the smoke itseK is very harmful. 
The man who chews, however, swallows some of the poison. Nicotine injected into a cat 
will kill her in spite of her "nine hves." 

Why does a boy smoke or chew? 

Some boys like to smoke or chew because it makes them feel more hke men. Few city 
boys chew tobacco. It is considered too dirty and boorish. Thousands, however, smoke 
cigarettes or cigars or pipes and feel "manly" in so doing, but: 

Why do most men who smoke wish they had never formed the habit? 

How many men have you known to break the habit when once formed? 

Are boys, or men either, warranted in believing that they can form the habit and then 
break it when they choose? 

How much do four cigars a day at five cents each cost? 

A man needs his money in his business. 

Tobacco dulls the wits. A man needs all his wits to get to the top in life. 

Excessive use of tobacco affects the health of thousands so seriously that they are com- 
manded by their doctors to "smoke only one cigar a day." Few can stop entirely. All 
would be very much better if they had never begun. 

Mention some things which harm the body. 

Name some fruits and juices which will ferment if left in a warm place or in the sun. 

What causes alcohol to form in juices? 

What is the difference between lemonade for a drink and beer? 

Why should one avoid the first glass? 

Name the stronger drinks which contain alcohol. 

What is the difference between the yeast plant which causes bread to rise and that which 
forms alcohol? [It might be well for the teacher to explain that there is no difference at 
all, but that in the case of bread bubbles form and when they burst the alcohol passes off. 
So there is no alcohol left in the bread we eat, although it is formed by the same plant.] 

How does alcohol harm the body? 

How does tobacco harm the body? 

Why is the athlete not allowed to take alcohol or tobacco? 

Why do railroad companies and big manufacturers object to having employes who 
drink? 



154 STATE MANUAL AND COURSE OP STUDY 

Why do insurance companies refuse to insure bartenders as they insure other men? 

Have you ever been tempted to smoke? 

How does alcohol act upon the stomach? 

What is beer? 

Where do we get tobacco from? How is it grown? 

What is nicotine? 

Can men always stop habits which they have formed? 

Should we be careful in forming habits? 

Name some habits which should be cultivated. 



PHYSIOLOGY 

SKELETON 

A few bones should be secured. Borrow human bones from a doctor if possible. Doctors 
ar3 interested in having children taught physiology and will gladly loan the bones and in 
addition will tell you many things which will make the physiology more interesting and 
more valuable to the pupils. If human bones cannot be secured, get a long bone from a 
sheep's or calf's leg. 

Someone has called the body "the house we hve in." As all houses have a framework 
so has this body and the bones compose it. You see how necessary the bones are. They 
are of many shapes and sizes. There are the long bones extending down the arms and 
legs; there are slender bones in the fingers and toes. These can be felt in one hand by the 
fingers of the other. (Illustrate.) Then there are flat cui-ved plates of bone in the head, 
round bones at the wrist and ankle, and rings of bone forming the backbone. They are 
of different shapes in order to fit into different parts of the body and in order to protect 
the different parts. 

A bone is a hollow frame wliich makes it strong and light. It is filled with a soft fat 
called marrow. (If the teacher wishes he may explain this as a storehouse and teU the use 
of marrow. He may compare this storehouse with that of some other animals, Uke the 
camel's hump, etc.) 

The teacher may show how the blood feeds the bone. Explain that most of it is Ume. 
Show the membrane that covers the bone. It is hard and tough. 

The support of the frame work of the body is called the spine. This is the backbone. 
It runs the entire length of the back and consists of twenty-six separate rings of bone 
joined together but with httle pads or cushions of strong tough flesh or gristle to keep 
the body from jars. This whole support is called the spinal column. 

At the top of the spine is balanced the skull. This is a strong box made of bone and 
contains the brain. There are twenty-two flat plates of bone joined together by rough 
edges which exactly fit into each other. 

From the sides of the backbone or spine slender bones called ribs extend around the 
sides of the body and are joined in front to the sides of a flat bone called the breastbone. 
There are twelve of these bones on each side which form a box called the chest. This chest 
contains the heart and lungs. 

The backbone rests upon the hip bones. These act as a support for the abdomen which 
contains the stomach, hver and intestines. 

Attached to the collar bone in front and to the shoulder blades in the back are the arms. 
There is one long bone in the arm and two in the forearm. Then there are the hand and 
the wrist, the former with its many small slender bones. 

Attached to the hip bones are the legs. These correspond to the arins which branch 
from the top of the body. There is first the long bone, as in the arm, and this is the strongest 
bone in the body; then there are two smaller shin bones which join it at the knees. These 
shin bones are joined at the instep and these in turn to the toes. 

Bones are fastened together at the joints (if possible, illustrate a joint obtained from 
the butcher), and are bound together by strong bands of fibre called hgaments. 

Although the bones are so strong yet in young people they are not so very hard and 
may become bent. For instance, if one constantly sits with his shoulder blades bent he 
becomes "round-shouldered." If he constantly bends the spine in one direction he may 
have "curvature of the spine." If the chest bone is constantly cramped (illustrate) one 
may become very flat chested. Tight shoes cause the bones to take cramped positions 
in the feet. This is how one should sit: 

Sit as far back in the seat as you can. 

Never sUde forward in your chair or seat. 

Stand with head up, chin in, chest forward, hips back. 



156 STATE MANUAL AND COURSE OF STUDY 

HOW WE MOVE 

The lean part of beef is muscle. The lean meat of our bodies is also called muscle. 
(The teacher should bring a small piece of lean meat to school and show how it is made 
up of bundles of fibres and show how these are joined together.) And om* muscle looks 
very much hke that of a piece of uncooked beef. As it is the muscle of the animal which 
enables it to move about, so it is our muscle which gives us the power of motion. Bend 
your forearm and feel the muscles of the forearm grow larger. It is this power to lengthen 
and shorten which makes the muscles able to move our bones. They are fastened to the 
bones at each end by strong flesh called tendons. Bend the arm and feel the tendons in it. 

What a muscle shall do is determined by the brain. Some of the muscles have to be 
told what to do every time they move. As, when we want to pick up a stick the brain 
must send a message to the hand and then the muscles act. Other muscles act without 
our thinking, as the heart and the stomach. We cannot cause them to stop working. 
Muscles controlled by the will are called voluntary muscles; those not controlled by the 
will, Mke the heart and stomach, are called involuntary muscles. 

The muscles enable us to work and to play and it is very necessary that they be kept 
in good condition. If a boy wishes to be strong he must use his musclos every day and 
must make them do work that is a httle harder each day than that which they did the 
dayi^before. Running makes the muscles of the chest and limbs strong; rowing makes the 
arms strong and also develops the chest; and other exercises develop other muscles. It is 
wise to change exercises and occupations from time to time so that all of the muscles may 
be equally developed. 

When the tendons which fasten the muscles to the bones are strained or sUghtly torn 
this is called a sprain. When they are torn away from the bone and the joint is pulled 
out of its place it is called a dislocation. (For treatment see First Aid.) 

NERVES 

Do you ever wonder how it is that you can pick up a pencil and write? Or why one 
draws his finger away when it touches the hot stove? Or why we put one foot ahead 
of the other and walk? It is because the muscles all over the body are constantly re- 
ceiving messages which tell them what to do. These messages are all sent from the place 
where the person does his thinldng. The bony skull (see Skeleton for the description) is 
where this ruler of the body hves. All orders, which the body must obey, come from this 
ruler, the brain. The bones help to give us motion, but no bone can move unless pulled 
by a muscle and no muscle can move except by the nerves, and the nerves do not act unless 
they receive the order from the brain. This makes one understand why such a strong 
box is needed to keep the brain from harm. As exercise makes the muscles strong so the 
use of the brain makes it strong and makes us able to do more and better thinking than we 
have been doing. " ' 

The brain sends all of its messages by the nerves. These are Uttle, fine, white, thread- 
like strings of fibre which go from the brain to every part of the body, the hands, eyes, 
ears, feet, etc. •• '^ ' *■■•' 

Have a child stand up facing the class with both arms stretched out horizontally. Let 
the child tiu-n his face away from one hand and when the teacher unexpectedly touches 
that hand, let the child move the fingers of the other hand. Have the pupils explain how 
the message traveled from the touched surface to the spinal cord, then on up to the brain, 
then down the cord to the nerve center between the shoulders, then out to the muscle 
which moved the fingers. Perform other experiments of hke nature, getting a certain 
agreed upon voluntary response to touching the pupil's toe with the foot, etc. Get a reflex 
wink of the eye by unexpectedly sweeping the hand before the face. 

The nerves are of no use if they do not reach the brain. When one of these is cut off 
the muscles cannot act. For instance, if the nerve which controls"the arm and hand is 
cut off, the arm cannot move. If one touches a hot stove the nerves send word to the brain 
that it is hot and the brain sends word back for the hand to be removed. There are two 
sets of nerves, those which carry messages to the brain and those which bring messages 
from the brain to the muscles. They are called nerves of sense and nerves of motion. 
Bring a chicken's neck and backbone (cooked) to the class. Show the children how the 
bones are placed and how bound together; also the hole surrounded by these round bones. 
The nerves do not reach the brain separately, but are bound together in one cord, called 
the spinal cord and this reaches the brain of a boy or girl through an opening in the spine 
very much like that in a chicken's spine. 

When the nerves become diseased they do not always act as they should. Sometimes 
a boy's eyes twitch or his hand jerks. He has lost control of the nerves which govern 



APPENDIX 



157 



the eye or the arm. The brain and the nerves get tired and one has to stop to give them 
rest. This is best done when one is asleep. Children need more rest than grown persons 
and so ought to go to bed early in order to get all the rest that is needed. 

Every success depends upon the brain so it should have good care. One cannot re- 
member, one cannot do old things well, or new things at all, without it. 

Alcohol and '^tobacco are two things which harm the brain greatly. The man who has 
been di-inking cannot walk straight, he cannot talk straight, he cannot think clearly. 




When the intoxication wears away his mind is clearer again, but it is doubtful if it is so 
clear as it was before he took the drink, for some of the brain's strength has been taken 
away. Tobacco deadens the senses. If a boy smokes he will soon find that he cannot 
remember so well as he did, he cannot get his lessons so well. Cases have been known 
where the boy's memory became so'weakened^that_he could [scarcely remember his'name. 
Keep the brain clear with good food, good water to drink, play, study and plenty of sleep. 



158 STATE MANUAL AND COURSE OF STUDY 

BREATHING AND THE LUNGS 
Note. — A review of Breathing will be helpful here. 

One breathes constantly for the purpose of taking into the lungs that part of piu-e air 
called oxygen and to send out fi-om the lungs impui-e air. Oxygen makes the blood bright 
red. We can take in air through the nose or throat, but it is always better to breathe 
through the nose to keep out the dirt and to warm the air. The air goes from the nose 
into the throat where a trap door made of gi'istle opens into the windpipe. When the 
gristle door is opened air may enter the windpipe. The upper end of this windpipe is a 
gristly box called "Adam's apple" (feel it in your throat). Across the box below the trap 
door are stretched two elastic strips called vocal cords. The breath comes from the lungs 
and passes between these cords which causes them to move, thus producing the voice. 
Feel the windpipe below the "Adam's apple." 

The windpipe below the throat divides into two tubes and these in turn into still smaller 
ones called bronchial tubes. These are divided and subdivided until they finally end in a 
number of little air cells in what is known as the lungs. It is here that the blood is made 
pure again. The walls of these tiny cells are as thin as tissue paper. There are tiny blood 
vessels between these cells, and it is into the blood that the oxygen passes and is carried 
all over the body. At the same time what has been in the lungs is given off and the "worn 
out" air or impure air passes into the air cells in place of the pure air and is carried out in 
the breath. 

Exp. Take a glass jar, a candle and some matches. Light the candle, put it on the table 
and place a jar over it. Slowly the flame goes out. Why? SUde the jar to the edge of 
the table and take the candle out. Light it again and slip it carefully up into the jar again, 
being careful not to change any of the air ah-eady in the jar. This time the candle goes 
out at once. Tm-n the jar so that it maj'^ again be filled with pure are. Once again the 
candle burns with a pure flame and slowly goes out. What happens to the air in each 
case? Show the child that this is just the case in the lungs. 

Taking in a breath is called inspiration. 

Teach the children to wear loose clothing to prevent improper breathing. 

One needs good pure au*. 

Proper exercise strengthens the lungs. 

What is meant by a narrow chested person? 

Breathe through the nose. If a child has trouble doing this tie a long handkerchief 
around the chin so that the mouth will be kept shut. 

THE BLOOD AND ITS HYGIENE 

All have seen blood. It is red and looks thin like water but when it is examined we see 
that it is thicker. It is composed of three .parts, the watery part, the red corpuscles, and 
the white particles called white corpuscles. The waterj'^ part is the food which has soaked 
through the intestines, stomach, etc.; the red corpuscles carry the oxygen through the 
blood to the tissues to exchange for impurities; the white corpuscles are the policemen to 
keep away a great deal of harm. For instance, if a sUver gets into the hand it is these 
white corpuscles which gather around it and cause the place to fester, if the shver is left, 
and finally pushes it out. 

When the finger is cut the blood flows very fast at first, but finally thickens and, unless 
the cut is very deep, at last stops the flow. If we use hot water the blood will thicken 
very soon; if cold water, it flows longer. If an artery is cut the blood runs so fast that 
the person would soon bleed to death if some means were not taken to prevent it. 

It is the blood which gives color to the Hps and cheeks, strength to the body, and power 
to think well to the brain. If one desires pm-e blood he must eat good food, breathe pure 
air, and take exercise. 

The blood is carried over the body by a system of pipes like waterpipes and is brought 
back by a sj^stem of sewer pipes. The heart is the great pump which sends the blood 
out. Put your hand on your left side and you will feel this pump. Every time it beats 
it is sending blood into pipes which carry it all over the body. These pipes or arteries 
divide until they become very small. They take to each part of the body the food which 
that part of the body needs and then the blood fiUed with the waste matter is collected 
into another system of pipes called veins, and is carried back to the heart. This course 
of the blood is called circulation. 

Exercise makes the heart beat faster. It therefore makes the blood flow faster and so 
warms one. 

Tight collars, waists, garters and shoes keep the blood from flowing freely. Tie a string 



APPENDIX " 159 

around the finger quite tight. Notice the effect. The same effect in larger measure is 
caused by having the clothes too tight. 

The stomach needs blood for digestion, the skin needs it for its color, the brain needs 
blood that it may think well. Every part of the body needs it that it may keep in health. 
The boys and gii-ls should be very careful to keep it pm-e and to keep the heart in good 
working order. 

AlcohoUc drinks and tobacco may make the heart beat too fast and unevenly. It has 
too much work to do and so works very fast for a time and then unevenly. It is dangerous 
to have the heart in this condition for it might stop beating entirely. Alcohol also deadens 
the nerves which control the heart. It injm-es the blood vessels and also the red corpuscles. 

Tobacco makes the heart beat faster but the strength of the beat is lessened. "Tobacco 
heart" is caused by first a fast beating and then a slow beating caused by using tobacco. 

Why does alcohol make one red in the face? 
Does blushing make the face warm? 

FOOD AND EATING 

The air which purifies the blood comes into the lungs through the nose and windpipe. 

The food reaches the stomach by first taking it into the mouth and then swallowing it. 
It is the food we eat which keeps the body built up, makes it gi"ow, nom-ishes the muscles 
and keeps the body warm. But the food one eats is not much like the flesh it makes. 
It must undergo several changes before it becomes flesh. These changes are called diges- 
tion. 

Now there are some kinds of food which make tissues or flesh, there are others which 
contain very little nourishment but are useful foods, and some which make fat and heat. 
Some of the common foods which make flesh are whites of eggs, lean meat, beans, peas, 
cheese. The starches and sugars give fat and heat, hke cream, butter, honey, sugar, fat 
meat, lard, corn, potatoes, rice. Fruits and vegetables are good for food but do not contain 
so much that is nourishing. 

Water and salt are very important foods. Much of the water we obtain comes to us 
through other foods, but we need a great deal of this healthful drink by itself and not 
mixed with our foods. Good, cool, pure, clear water is the best drink for anyone. A 
person can five for some time without food other than water, but only a few days without 
water. Ice water does not quench the thirst hke that which is simply cool. It really 
makes one more thirsty. Salt and other minerals needed in the body are taken into the 
stomach in fruits and vegetables. 

When it is very cold we need to eat more fat meats, butter and starch foods. In summer 
time fruits and vegetables and foods which do not produce heat are better. 

Suggestive Outlines 

STOMACH AND DIGESTION 

Digestive organs. 

AUmentary canal, esophagus, etc. 
Preparation of food in the mouth. 

Teeth — number, use, shapes, etc.; care of teeth; review of hygiene. 

Saliva — its use and mixture with food. 
Esophagus — description. 
Stomach. 

Description of. 

Action of stomach upon foods. 

Fluids of stomach and action. 

Absorption, 
mail intestines. 

Action of bile and pancreatic juice. 

Description of the fiver, including its secretions and functions. 

Absorption. 
Blood and digestion. 
Larger intestines. 

THE SKIN 
Covering of the body. 

Dermis. 

Epidermis. 

Location of nerves and glands in the skin. 
Description of sweat glands and uses of same. 

(Review hygiene of skin.) 



160 STATE MANUAL AND COURSE OF STUDY 

SEEING 
Use of sense of sight. 
Eyeball — description. 

Parts of the eye and description of (cornea, pupil, iris, etc.) 
Optic nerve and its relation to sight. 
Hygiene. 

HEARING 
Outer ear. 

Description and hygiene. 
Middle ear. 

Ear drum. 

Hammer, anvil and stirrup. 
Inner ear. 

Description. 

Fluid of. 

Auditory nerve. 
How we hear. 

Hygiene. 

TOUCH, TASTE AND SMELL 
Touch. 

Location of nerves of. 

Uses of the sense. 
Taste. 

Location of nerves of. 

Uses of the sense. 

How things taste (sweet, sour, bitter, etc.) 
Smell. 

Organ of smell. 

Description of nose. 
Structm-e. 
Divisions. 

Hard palate. 

Breathing. 
How one breathes. 

Location of sense of smell. 

Compare this sense with that of animals. 

Uses of sense of smell. 

CLOTHING 

Clothing does not give heat, but prevents the escape of bodily heat. Dry woolen is 
the warmest of clothing, silk is next. In cold climates woolen may be used next the skin. 
White clothing is cooler than colored, red and black being the warmest. Linen is the 
coolest clothing as it lets the heat of the body pass through it and absorbs the moisture 
readily. Cotton and Unen make the best clothing for summer wear. Fur is the best 
protector against the cold. Esquimaux and others who Uve in the very coldest regions 
wear furs to keep them warm because none of the heat of the body can pass away through 
the fur. 

The face and hands need Uttle or no clothing; the back, chest and abdomen need to be 
well covered, while the feet need more covering than the hands but not so much as the chest. 
A person should wear enough clothing to keep him comfortably warm. When the clothing 
is wet it should be changed at once. Cold feet are often caused because the stockings are 
saturated with perspiration. Drying the shoes and stockings every night will sometimes 
help this. A thick paper sole cut and put in the shoe in the morning will often prevent 
cold feet. Bathing the feet each morning in cold water and'giving them a brisk rub will 
often keep them warm. A newspaper wrapped around the body inside the coat is as good 
as an overcoat and if a paper is spread between the quilts of a bed it will often make up 
for a lack of covering on a cold night. 

When one has become heated by running or exercise or work he should put on extra 
clothing rather than remove any. A sudden coohng of the body causes one to take cold. 

The clothes worn in the day time should all be removed at night, and should be [well 
aired while one is asleep. The waste matter from the body and skin has been taken up by 
the clothing. A good airing will remove some of this and make the clothing fresher for 
the next morning. 



DRAWING 

Bulletin No. 5, Art Education for the Elementary Schools, is published by the Super- 
intendent of Public Instruction. In this bulletin, work in Representation (including Model 
and Object Drawing and Plant Drawing), Color and Design is outlined and it is recom- 
mended that the work be followed in all schools wherever possible. Rural teachers having 
a number of grades must adapt the work to the school. 

In the average rural school, the work must be presented to all pupils at the same time; 
in some schools it might be given in two periods, to primary and to advanced pupils. The 
work in color combinations, picture study, and a variety of subjects can readily be given 
to the school as a whole. In representative and constructive work, though it must be 
presented to all grades at the same time, more finished work may be required of older 
pupils. 

The aim in drawing is to teach the pupils to see, to express what is seen, and to assist 
in the development of their creative powers. Appreciation and good taste should be the 
ideal throughout the work. 

Correlate the work with other subjects and with the life of the children. Pictorial 
drawing should be along the Une of their interest. Have the work as varied as possible. 

An important feature is the cultivation of an artistic sense leading pupils to appreciate 
correct color combinations in dress, arrangement of flowers in bouquets, furnishings of 
home, etc. 

Continue the picture study throughout the year. Do not make the study of a picture 
and the Ufe of the artist a mere statement of facts. Make pupils enjoy pictm-es. Study 
for beauty. 

Careful and artistic mounting of some of the drawings wiU aid greatly. 

Teachers will find it helpful to have a collection of artistic designs in wall paper, hnoleum, 
textile designs, and book covers, and copies of good pictures. 

Constructive work should be of immediate practical value. Correlate it with arithmetic. 

Drawings should be in harmony with the season, the special thought of the month, the 
locality, the work in other subjects. 

Try for simple effects. In work with young children, keep to silhouette, or flat effects, 
and make no attempt at perspective. Do not attempt too much, but have all woi'k care- 
fully done. 

The following outhne will suggest work for the various months. The previous work of 
the pupils in drawing and the preparation of the teacher, must be factors in determining 
the kind of work and how advanced work shall be given. We would suggest that teachers 
who have had no preparation for teaching the work procure some standard series of drawing 
books as a help in presenting the work. 

September 

Color Work.^Study of color chart and colors of spectrum. Notice color of trees and 
flowers. With crayons and water colors, represent colors found in nature,— trees, flowers, 
gi-asses, weeds, sky. 

Make flat washes as follows: Cover the paper with a water wash by filUng the brush 
with water and brushing with hght, quick strokes. Rub the brush across the color cake 
which has been previously moistened, and then brush the color over the moistened sui-face 
of the paper. Graded washes may be made by having more water in the brush or taking 
up less color. Mix the colors for secondary colors. Study shape of trees and represent 
with pencil, paint, or ink. In using pencil, work for lines as in illustrations. 

Paper Cutting. — Represent nature forms and illustrate stories. 

Begin work in measurements, also freehand practice of straight and curved lines. 

Each child make an envelope of heavy paper to hold drawings. 

October 

Represent seed pods, seed branches, leaves, vegetables, fruit. 

Design.— Select leaf form or other form and make a unit for all-over or border design. 
Give special attention to spacing, and orderly arrangement in design. 
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162 



STATE MANUAL AND COURSE OF STUDY 



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APPENDIX 



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164 



STATE MANUAL AND COURSE OF STUDY 




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Courtesy of Atkinson, Mentzer & Co. 



APPENDIX 



165 



Make a simple landscape in color, first making the blue wash for sky, grading to a lighter 
shade as in natm-e. Represent trees as a mass of green or color of autumn tints. Paint 
trees before the sky is dry. Keep the landscape simple. 

Have young children paint autumn leaves either with or without tracing the outline, 
and cut out Hallowe'en pumpkin and color. Older pupils may do constructive work 
correlating with arithmetic. 

November 

Much of the work can be correlated with the thought of Thanksgiving and stories of 
the Pilgrims and Indian hfe. In grades in which any written composition work is done, 
make designs for book covers, always studying appropriateness of design. Make the design 
suggestive of contents. This will involve laying out of marginal line, ornaments, lettering, 
etc. 

Make alphabet of straight line capital letters. 

Paper cutting. — Pumpkins, tm-keys, wigwams, Mayflower, etc. 

Pencil work. — Figures involving but two dimensions. 




Courtesy of Atkinson, Mentzer & Co. 



December 

In most schools but little can be done except the work in connection with Christmas, 
and construction work for gifts. Pupils of all grades can make, often plan, some piece 
of handwork. The problems in measurement will be of benefit. Holly, cones, pine, etc., 
will furnish appropriate unit for designs. 

One tree is tall and one is wide. 
And one's loved best at Christmas-tide; 
I pray thee tell which one may be 
The apple — poplar- — Christmas-tree. 

Now pencil take and show which tree 
Should in a spreading orchard be. 
Where pink and white the blossoms blow, 
The petals fall, the apples grow. 



166 



STATE MANUAL AND COURSE OF STUDY 



Then make one high, — point^to the sky. 
Another and another try 
Until you may have six or so 
All standing in a "Poplar row." 

With Christmas candles all aflame 
And here V toy and there'a game 
Brought from its field of softest snow 
The fir tree decked for Christmas show. 

Picture study. — Make much of this work. Lead the children to know and enjoy the 
Madonnas and masterpieces connected with the hfe of the Clirist Child. 
Illuminate the initial letter of mottoes. 




Courtesy of Atkinson, Mentzer & Co 



January 

The holiday toys will in many cases be interesting material for representation. Connect 
these with the various type forms, as cube, cyUnder, etc. 

Make these drawing models of paper. Name many objects based on these forms. 
Follow this by representing their appearance in different positions. Only older pupils 
should represent perspective. 

Models. — Winter vegetables, Japanese lanterns, dinner-boxes, pails, cups, flower-pots, 
jugs. 

Pose drawing. — Keep the work free from details, maldng the first work only a study of 
proportion. Figures in action may be represented with straight lines. 

Handwork. — Calendar. 

February 

Give work appropriate to birthday anniversaries and St. Valentine's day. 
Continue the work in representation of forms suggested for previous months. 



APPENDIX 




Courtesy of Atkinson, Mentzer & Co. 



168 



STATE MANUAL AND COURSE OF STUDY 



Begin to group objects, and study the effect of light and shade, and shadows. See 
illustrations. 

Draw a flag and color. 

Handwork. — Fold soldier's cap. Cut five pointed star. Make valentines and envelopes. 

March 

Study designs for wall paper, oil cloth, carpets, dress goods. The teacher should be well 
prepared for criticisms before she gives the work to the class. 

Take a leaf and cut a simphfied representation of it. Arrange in border and wall paper 
pattern. Keep very simple. In color or in ink make an all-over design. Make stencil 
patterns from the unit. Study the buds on the trees. Sketch twigs with buds. Continue 
the studies of still hfe groups. 

Represent a lapdscape with trees having no leaves. 

April 

Draw twigs, buds, flowers, pussy-wiUows, dandeUons. 

Make Easter card or booklet. The outline of the design may be traced for yoimg pupils 
to color. 

Print mottoes. 

Study the appearance of handles and spouts on dishes in different positions. See illus- 
tration. 




Courtesy of Atkinson, Mentzer & Co. 



May 

Spring landscapes may be studied and painted. Select simple studies. Paint fruit 
tree in blossom. 

Natm-e is lavish in her supply of subjects for art lessons. Select the larger flowers. 
Cut and fold May baskets. 

June 

Continue the painting of flowers and vegetables. 

Review as much as possible all hues of work, especially such work as most needs extra 
practice. 



APPENDIX 



169 




VISUALIZATION 

Visualization is mental vision. It is the power of combining at a glance the parts of 
anything so that the whole is apperceived in its relations. Visuahzation in arithmetical 
processes means the abiUty to see the whole combination at a glance, — to see 75 and to see 

46 
23 
instantly 144. Just as one sees the word "Eskimo" when it is written on the board, 
and not the different letters that form the word, or as we see the whole cat in a picture 
of that animal and not the hnes that make it. It is the power of " thinking with the eyes" 
— of seeing numbers in their relation, of combining them automatically and instantaneously. 

Ability to visuahze whole problems at a glance is gained in a short time, and the funda- 
mentals are inastered in this way with but very httle trouble. 

The work in visualizing in arithmetic includes addition, subtraction, multiplication 
and division, and denominate numbers and percentage. The visualizing results are 
discovered at sight, sums of long problems stated instantly, as well as differences, products 
and quotients, so that when the pupil enters the seventh grade he is master of reasoning 
processes as well as the automatic manipulation of numbers. 

To genius, the power to vizualize is native, but it can be acquired to a certain extent 
by any one, and in arithmetical processes in a very short time. The power to picture 
clearly and distinctly is important to any kind of creative work, and is a part of the native 
gift of the poet, inventor, artist, electrician. 

It can be developed by drill and by appeal to the spontaneous activities of the child. 
Through the eye, ear, touch, taste, smell, the child gains clear concepts of objects, and the 
ability to form mind pictures clearly depends on the vividness of these concepts, hence it 
is important that as many senses as possible be brought into intense activity. 

Beyond the mere rapid and accurate handling of figures and processes, there are still 
more important results to be obtained in arithmetic teaching. Not many pupils will 
become accountants or require more than a fundamental knowledge of the subject but to 
every pupil ahke, the system of arithmetic teaching through visuahzation is of great value. 
Through the use of objects every principle in arithmetic is taught. Through the visuahza- 
tion of numbers results are reached and every problem is a direct appeal to the imagination, 
which will eventually lead to abstract thought. 

This power to visuahze is of much value to the engineer, or architect — to be able to see 
his project in detail before it is drawn on paper. The designer of no matter what, must 
be able to see his production mentally before he can produce it on paper. The power of 
picturing problems, of keeping several conditions visuahzed at the same moment, gives 
to the pupil a power over his own memory, imagination and thought that is of more value 
to him than the arithmetic knowledge itself, and must eventually serve him in a world 
whose increasing demand is for sureness, swiftness, alertness, and power of rapid, clear, 
unerring thought. 



SENSE-TRAINING 

All intellectual development has its origin in sight, sound, touch, taste, smell. Every 
new idea gained by the mind has its physiologic basis in sensation. Therefore, the acquisi- 
tion of knowledge cannot be considered apart from sense media. It is the business of school 
life to develop knowledge through the trained activities of the child. He must acquire 
the fundamentals of whatever subject he studies, through his own concrete experiences. 
Thus, as his mind develops and expands, will he acquire co-ordination of muscles, and gain 
in ease, grace, facility, poise, and harmonious action. 

The exercises are not an end. They are a means to an end. The knowledge of the 
material world derived through the senses is hmited to the measm-e of their acuteness. 

Textbooks in the hands of yoimg children inhibit the powers of observation. In con- 
nection with the development of the senses teachers have opportunity to note peculiarities 
and defective senses of pupils, and they are enabled to deal with such pupils with this in 
consideration. 

Modern psychologists agree that it is impossible to form generalized habits of memory, 
reason, or other intellectual faculty. Man is endowed, not with memory, but with 
memories; not with reason, but with reasons; and each capacity is independent of the other. 
Keeping this truth in mind, harmonious sense-development must be strictly in line with the 
subject studied and must have a definite educational aim. 

A generahzed habit of observation would be neither possible nor desirable. A doctor 
on a sick call would be hampered by the habit of observing everytliing on the way and his 
usefulness hindered by his habit of noting every detail of sight or sound about him. It is 
possible, however, to have children observe closely and definitely along the lines of each 
particular study they pursue, having in mind a definite educational end of such observation 
with selection of important details and elimination of irrelevant matter. In this way an 
ideal of observation is created, so that the power will appear or be easily developed, when 
it is necessary. In sense training, therefore, the teacher should "do nothing without a 
definite aim." 

The child must acquire abstract principles tlirough their own experiences. Do not tell 
him that five and five are ten, but let him count the quantities and discover the relation 
for himself. Do not tell him the location of a city depends on physiography, cUmate, 
natural and commercial resources, but teach the subject so that he will discover the under- 
lying principles himseK. Do not tell him that the sound of the locomotive whistle is shrill, 
but let him hsten and select the word that best describes the sound. 

The following exercises are merely suggestive of many others that may be used that 
wiU grow out of the teacher's daily work. 

FIRST, SECOND AND THIRD GRADES 

Use as many objects as possible. Have them varied in form, color and size. Use 
varieties of blocks, as cube, square and cyHnder. Let the children acquire terms as they 
need them of all the forms used, as well as such descriptive words as circular, oval, round, 
square, solid, prism, ratio and relation. Use colors in cards, sticks and blocks and let 
them learn the names of each incidentally, as they use them. Use artificial coins of paper 
and let them learn to make change. With the paper clock-face, have them learn to tell 
time. Have them learn to weigh, measure and count in connection with their work as it 
advances. Let them use the foot-rule and the yard-stick freely. Let them cut from paper 
the forms studied. Let them work out all problems at first with objects and discover the 
results concretely. Make an arithmetic lesson in this grade largely an exercise in sense- 
training as well as language. Hold up a cylinder. Let the children observe it and give 
the name. Let them discover cylindrical blocks on the table. Fold a cylinder from paper, 
write the word. Find cylindrical objects in the room. Name many cyHndrical forms, as 
pencil, chalk, stovepipe, hat crown, top of ink bottle. 

In the same way teach square, cube, prism, round, circular, ball, globe, sphere. Let 
children select the different forms from the table, compare and name. 

I. Compare two cylinders whose ratios are 1 and 2. Have them observe and express 
the ratio in as many ways as possible, as 



172 STATE MANUAL AND COURSE OF STUDY 

A is § as large as B. 
B is twice as large as A. 
The ratio of B to A is 2. 
There are 2 A's in B. 
There is | of B in A. 
A+A = B. 
B-A = A. 

Repeat the process with cubes, with squares, with chalk, with apples, so that the concept 
of value will not be attached to any one object, but will become to them an abstract principle 
of universal application. 

Let the children see the word on the blackboard, as "cylinder," "prism." Erase and 
let them write it from memory. 

Let them become famiUar with different forms and colors through much handling, 
comparison, etc. Encourage them to use the descriptive terms freely. 

IL Measure a pint of sand, — a quart of sand. Compare. Express results of com- 
parison as — 

1 pint is 5 of a quart. 

There are 2 pints in 1 quart. 

The ratio of a pint to a quart is 2. 

If a pint is 10c a quart is 20c. 

If a quart is 16c a pint is 8c. 

If there are 25 pebbles in a pint there are 50 pebbles in a quart. 

If there are 40 pebbles in a quart there are 20 in a pint. 

There are 2 pints in 1 quart. 

Then in 2 quarts there are 4 pints. 

Let them measure and compare and make up problems which they will work out by 
experiment. Let one keep store, another may buy a pint and a half of cream at 20 cents 
a pint and pay for it with a fifty cent piece. 

Dictate rapidly sums as 6+3+9+4, and differences as 50 — 39, and combinations as 
7X2X6, and 18-^3, and require instant answers. Memorize and repeat the combinations 
in addition and multiplication. The teacher will write on the board rapidly long columns, 
erase, require the sum. Teach differences, multiplication and short division in the same 
way. This work should be done every day, for ten minutes or more. Teach relation of 
inch, foot and yard, perimeter of square and its relation to other squares, gallon, quart, 
pint, by comparison, measuring and experiment. 

Every exercise should be carefully prepared in advance by the teacher so that not a 
moment is lost, and should be carried out in an orderly, systematic way. 'Let the children 
skip to the table, do their work, express results in clear well-defined sentences, and skip 
to place to observe the next. If the work is properly prepared, they will be ready, alert, 
responsive, and orderly without further incentive than the interest aroused by the work. 

INTERMEDIATE GRADES 

Work for speed and accuracy. Require quickness of movement, instantaneous response, 
answers always well-expressed. 

Have the children learn simultaneously small fractional, decimal and per cent forms. 
It is just as easy here as later to have them understand that J, 1, 100% are the same; 
that 5 equals f or 50% or .5. 

Let a pupil count out 100 sticks and tie in a bundle. How many fourths in this bundle? 
Thenl = t. 

How many sticks in | the bundle? Call it 100%. What per cent in ^ the bundle? 

Call the bundle ig. Write it 1. How many sticks in {^t Write it .5. What does 
.5 equal? 

What does \ equal? What per cent? What decimal? 

Teach ^, \, \, i\,, in this way. 

Use 100 shells, 100 cards, 100 sticks. Make bundles. Call the bundle 1. Divide it 
into 50%, 25%, 10%, 20% parts. 

Divide it into lOths, .5, .1. 
Divide it into 4ths, 5ths, 20ths, halves. 
Write each value as it is found. 
Compare I, .6, 50%. 



APPENDIX 173 

Compare Vir, .1, 10%. 
Compare i, .2^, 25%. 
Compare 2V, -05, 20%. 

Then 

What is ^ of 40 sticks? 
What is I of 40 sticks? 
What is ^o- of 40 sticks? 
What is s^oof 40 sticks? 

What is 100% of 40? 
What is 50% of 40? 
What is 25% of 40? 
What is 10% of 40? 
What is 20% of 40? 

What is iS of 40 sticks? 

What is /^ of 40 sticks? 

What is ^0 of 40 sticks? 

What is ro of 40 sticks? 

Compare results. 

In the same way use 20 cards, 80 dollars, 60 inches. 

Hold the children to these fractions in many varieties of exercises with many different 
materials until the relations are thoroughly understood. Make problems in which the 
fractions, decimal and per cent are used, and compare results. Teach in these grades 
all the smaller fractions in this way as §, f, f, s, |, I, f, |, f, i^u, fV, ^0. 

Draw a square foot on the table or blackboard. Divide it into square inches. Each 
child draw a square and divide it. Count the rows of inches. Count the square inches 
in each row. How many square inches in a square foot? 

Draw a square foot freehand and compare. Find sm-faces which seem to contain a 
square foot. Measm-e. Fine the number of square feet in the top of the desk, the table, 
chair seat, wall space, board space, window, door, etc. The distance around the square 
foot is the perimeter. The number of square inches it contains is the area. Find the 
area and perimeter of many surfaces. 

Develop the square yard. Measure the square yards in the table top. Change it to 
square feet. Measure the square feet in the floor. Change to square yards. Make 
rules after measuring and changing areas of different surfaces. 

Look at a cubic inch. Measure its size. Describe. Observe a two inch cube. Com- 
pare with a one inch cube. Observe a four inch cube. Compare with a one inch cube. 
Observe a cubic foot. Compare with a cubic inch. Measure. Find how many cubic 
inches in a cubic foot. 

How many rows high? 

How many rows wide? 

How many rows deep? 

How many cubic inches in all? 

Draw a cubic inch. 

Draw a cubic foot. 

Fold a cubic inch. 

Find the number of cubic inches in half a cubic foot? j of a cubic foot? t's of a cubic 
foot? 

How would a cubic yard compare with a cubic foot? 

All though these grades vary the work by introducing thought problems in which the 
reasoning processes are the simple applications of principle. All of these problems should 
be oral. 

1. A man having $200 spent 10% of his money for books, 5 of his money for rent and 
5% for clothes. How much had he left? 

2. How many pints in 50% of 10 bushels? 

3. What per cent of 40 is 10? 

4. What is 12§% of 120? 

5. 20 is what per cent of 50? 

6. 20 is what fraction of 60? 

7. 15 is what decimal part of 60? 



174 STATE MANUAL AND COURSE OF STUDY 

8. How much paper a yard wide will be required to cover a wall 18 ft. long andlOft. 
high? What will it cost at 40c a roll if there are 10 yards to the roll? 

9. What will 4| gallons of cream cost at 16c a pint? 

10. If chestnuts are bought at 40c a bushel and sold for 5c a pint, what is the gain? 

11. An agent sells 240 yards of goods at $1.50 a yard. If he receives as his pay 10% 
of the amount of his sales what is his profit? 

12. What is gained by buying 160 acres of land at $25 an acre and seUing it at $27| 
acre? 

Each day have the children visualize problems in addition, subtraction, multiplication > 
short division by placing the problems on the board, erasing immediately and requiring 
the answer at once. 

Dictate many problems in addition of fractions, as 1 + 1 + 114-5 = ? Require instant 
answers. 

Give also combinations in subtraction, multipUcation and division. 

In these grades the pupils should become skillful and accurate in results at sight in ad- 
dition, subtraction, multipUcation, division of simple numbers, and to some extent in 
fractions, decimals, denominate numbers. They should weigh, estimate, measure, buy and 
sell, make problems, collect problems, make change, etc. Eye, ear and hand should be 
appealed to constantly. 

Additional exercises. 

Have pupils observe objects as cards, colored sticks, boxes, blocks, whose ratios are 
1—2—3. Cover them. Call them A, B, C. State relation. As 1 is ^ of 2, 2 is f of 3. 
AiTange a group of objects behind a screen. Allow pupils to pass along and look at them 
as they pass. Call upon them to state the relative size of each. 

Have numbers 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24 on blackboard. Teacher says, 
4, 8, 12, and the pupil points instantly to 24, the sum. The teacher holds up two solids 
whose ratios are as 1 and 2. The teacher names one sohd 2 or 6 and the pupil names 
the other. 

The teacher holds up two solids and puts them down very quickly. Pupils compare as 
"the small one is equal to i of the large one." Or the pupil states the ratio, as "4 is the 
ratio of the large sohd to the small solid." The teacher uses pointer, ruler, or pencil and 
writes figm-es in the air. Pupils write on the board and give sum. 

Have the children cut from paper a 2 in. square. Then cut one twice as large and 
compare them. Cut one tliree times as large. 

Place a number of solids on the table. Compare and state the relative size of each. 

Draw a Une equal to L . Draw a hnc two times as long as L. Draw a 

line three times as long as L. Letter the hues differently and then add them in this way. 
L M N 



The sum of L and M is equal to N. 

Have children look for objects in the room that are round, oval, square, oblong. 

Take 6 blocks, calhng them one, two, thi-ee. Do not arrange them in regular order. 
Have the child see them, cover quickly. Let him state the relations. 

Give a value to one of the blocks, and tell the values of all the others. The first block 
is two, what are the values of the other blocks? 

Draw different forms of blocks on the board. Erase quickly. Let the child tell the form 
which was drawn. . _ 

Take a set of six blocks. Place them in the following order: 2 in., 6 in., 3 in., 1 in., 4 in., 
5 in. Name the 6 in. block 12. Have children name the others. 

Take a set of 6 blocks. Compare 1 inch block with each of the others. Then compare 
each of the other blocks with all the remaining blocks. 

Have a row of children skip to the table and find a block which has a relation or ratio 
2) 4. §) 6 to some other block, and vice versa. 

Using the 1 in. cube as a unit of measure, have children take different blocks and find 
how many cubic inches they contain. 

The teacher holds up quickly two blocks from the same set, as 2 in., 4 in., puts them 
down and calls on the child to give the relation of blocks that he saw. 

The teacher writes two numbers on blackboard quickly, then erases. The teacher calls 
on child at seat to give sum. 

The teacher makes a column of four figures in the air. The children reproduce on black- 
board and write sum. 

Have a row of children take any block from the table and compare one face with another. 



APPENDIX 175 

After pupils know the relations of solids, |, |, I, i, i, have them put hands behind backs. 
Place in the child's hands two soMds, and by feehng them, have him tell you whether he 
has soUds one and two, one and three, one and four, etc. 

Have one pupil come to the table. Place soHds in his hands behind his back and have 
him name them. 

Have pupil hold hands behind his back. Give him sohds, and after he has felt them, 
give their dimensions without looking at them. 

Place different objects of various sizes, such as cone, sphere, cube, pyramid, in a row 
behind a screen. Remove the screen, and allow childi'en to look at objects for a few seconds. 
Replace screen and have children name objects and compare. 

Give each child a foot ruler. Show him an inch, then six inches. Have him go to the 
blackboard and draw a Une one inch long, six inches, one foot. Afterward have him measure 
his lines with ruler to see if they are correct. 

After scattering blocks on the table, have children find two blocks of the same shape 
that are equal. Then find blocks of different shapes that are equal. 

Number one set of solids 1, 2, 3, 4, 5, 6, and place in row on table. Cover and change 
the position of solids. Uncover for a minute; cover and have pupils number the soUds 
from left to right. Use three soUds at first, then six. 

Name blocks at sight, rectangular prism, square pyramid, cone. Compare soUds thus: 
My right hand block is smaller than my left hand block, and vice versa. 

Draw hues of different lengths on blackboard. Estimate comparative length of each. 

Draw rectangle, circle, squai'e, and other forms on board. Erase quickly and have 
the pupil tell what you drew. 

Show the children two or more blocks. Compare them in height, width, thickness. 

Place cone, sphere, cube, and other objects on table. Name. 

Handle sets of blocks, first using blocks one inch in height. Children find blocks of 
different heights as the teacher indicates. Study tops, then build and arrange in sets. 

Draw circles, squares, and rectangles on the board. The children will tell which are 
largest, which smallest, and which are equal. 

Put simple addition problem on the board. Erase, and have the child give the answer. 

Place 2, 3, 5 on the board. Then 2, 3, 6. Let the child give the answer in multipUca- 
tion. 

Write numbers from dictation. 

Have all the blocks on the table. Give the dimensions of one certain block as : Find a 
block two inches high, three inches wide, and 4 inches thick. The child skips and finds 
the block and says. "This block is two inches high, three inches wide and four inches 
thick." 

The teacher writes column of four figures on board quickly, erases, then calls on individual 
children to give answer. Proceed in same manner with subtraction, also with the tables. 

Give a child a foot ruler or yard stick and let him observe length. Then have him put 
it aside and draw on the board a hne a foot or a yard long. 

Have the children draw on the board a six inch square without a ruler, a square foot, 
a rectangle two inches by four inches, etc. 

Have the children estimate the length or width of door, window, desk, height of school- 
mates. 

Place a number of objects before children. Have them name each quickly. 

The teacher draws hues on the board, one under the other, letting the shortest line 
represent 2c, $3, 5 in. The teacher names the longest line, or shortest hne, the children 
name the rest. 

Rows skip to the table. Find blocks one-half, one-third, one-fourth, two-thirds, three- 
foiu-ths, five-sixths, and equal to other blocks. 

Give the number of the large block. Have the child tell what the small one would be, 
and then add the two. 

Call the blocks cyhnders, squares, triangles, cubes. 

The child skips to the table, puts hands behind his back. Place a block in them and he 
tells what kind of a block it is, as, "This is a cyhnder," then holds it up. 

In the same way let pupil give the dimensions instead of kind of block. 

Draw figm-es of blocks in a set on the board and letter them as A, B, C, D. Compare 
them. How many small ones could be made from the large? 

Draw figm-es of blocks on board; give length and width. Have children tell what the 
perimeter is. 

Place rectangles of various commensurate sizes on the board. Give one a certain value, 
as eight. Have the children give value of others. Have them give values of two or more 
combined. 

Give combijiations rapidly 4 7 3 5 
8 6 9 4 



176 STATE MANUAL AND COURSE OF STUDY 

Table 2's, 3's, 4's. 

Tables using i, i J, §, f. As § of 24, of 30, of 18; I of 16, of 20, of 28, of 36, of 48, 
of 44; I of 30, of 21, of 15, of 39. 

Using blocks give ratios of 1 to 3, 3 to 1, 2 to 5, 5 to 2. 

Give the largest block in the set the value 1. Give relative values of others as i, §, f , f . 

Train the eye to measui-e inch, foot, yard. Estimate measui'ements of objects in school- 
room, schoolyard, neighborhood. 

Draw lines of different lengths on the board and have the class tell hues that are twice 
the length of A, ^ of A, etc. 

Have class draw with rulers a 5, 10, or 6 inch horizontal Hue. Also vertical hues of various 
lengths. Let the pupils erase and try to draw hues of the same length without rulers. 

Have the class judge how high the door is, how wide a window or desk is, then let 
them measure to test results. 

Teach dollar and cent signs. Teach pint, quart, inch and foot using measure in each 
case. Teach children to judge weights of things as to which is heavier, lighter. 

Let the children skip to the board and write numbers correctly. 

Hold up one block (one of the larger ones of a set) and have children find two or more 
blocks, the sum of whose volume equals that of the given block. 

Assign a value to one block in a set. Have the children give relative values of other 
blocks. 

Have the children give the ratios existing between blocks of the same set. For example, 
tell one row to get blocks two and three, then f is the ratio of this block (holding up small 
one) to this block (holding up larger one). 

Send children to get any block. Have them tell what they have, as "This is a four- 
inch cube." "This is a six-inch cyhnder." 

Have children give the perimeters of the various faces of the blocks. 

Show children a block. Have them find blocks equal to a certain part of the block, 
as "Find blocks equal to one-half of this block," or "equal to | of this block." 

Write simple combinations on the board and have children give the sum. 

Have pupils estimate how much water an ordinary pail will hold. With a pint, quart, 
or gallon measure, test results. Vary this exercise to include other measurements. 

Dictate numbers to pupils at the board. 

UPPER GRADES 

If the work of the lower grades has been done faithfully the children are ready to use 
the pencil or pen. Give them at first, many abstract problems in addition, subtraction, 
multipUcation and division, and whenever possible, let the work be done orally. Intro- 
duce concrete problems involving all four operations, then teach addition, subtraction, 
multipUcation and division, of fractions, decimals and denominate numbers in the written 
forms. As this has all been done orally, it will require only a few weeks to master all 
processes. Continue daily drills and visuaUzing. 

Make the work real in teaching percentage, interest, proportion, discount, taxes, in- 
surance, stocks, mensuration. Let the children dramatize the work, keep store, buy and 
sell, act as insurance agents, brokers, bankers, commission merchants. Get copies of all 
forms of business paper, copy and use in actual transactions. Let them measure, estimate, 
approximate and plan for problems by actual measurements. 

Language 

Describe such objects as cylinder, square, cube, prism, after looking at them. Describe 
other objects as pitch-pipe, pencils, chalk, ink-well, using the distinguishing descriptive 
terms belonging to each. 

Place a wooden object and a glass on the table. Sound with a ruler, and have the pupils 
give the adjectives that characterize each sound. Later take a book, the blackboard, a 
tin can, an eraser, a silver cup. Have the pupil turn his back and as you rap quickly 
say, "silver, tin, wood," etc., and describe the sound with its own adjectives. 

The teacher taps with a pointer on glass, wood, book, blackboard, window, ironpipes, 
and the pupils describe the differences in sound. 

The teacher says, "I am thinking of a sohd that has a cm-ved surface." The pupils 
answer "cylinder." In the same way the teacher describes many objects. 

Tell 'children to Hsten. Let them describe the sounds they hear. 

Blindfold the^childjandflet him describe the difference in feeling between silk, wool, 
linen, etc. 

Let him describe the cloth, after feeling of it. 

Let the child feel of different surfaces. Describe them. 



APFENDIX 177 

Let the children describe the feeling of different objects. Tell whether they are rough, 
smooth, heavy, solid, hollow, etc. 

Let the children describe the smell of different kinds of fruit brought to class. 

Let them smell different spices, vinegar, oil, etc., and describe each with the best possi- 
ble descriptive terms for each. 

Let them taste sugar, spices, salt, vinegar, and describe each sensation. 

Let the children find objects in the room that are round, oval, square, oblong. 

Put a word on the board. Erase, and have a child skip to the board and write the word. 
After they are able to visualize words, give them whole sentences. 

Have a number of different twigs in the room. Let the children observe and describe 
them tersely. 

Repeat this exercise with spring flowers, with autumn leaves, etc. 

Have the children close eyes while the teacher rolls hard and soft rubber balls and a 
wooden sphere. Let them describe the'sounds. 

Have a number of books of various sizes and thicknesses on the table. The teacher 
touches three or four books, and the child describes them so as to distinguish each from 
each. 

Tencher describes a number of familiar objects, giving two or three distinguishing facts 
about each Have the pupil tell the name of the object described. 

Have ten or twelve children stand in front of a table with their hands behind them. 
Pupil oi- teacher drops a block into each child's hands, and children \. 11 dimensions of blocks 
by feeling them. Tell which is heavier, lighter, etc. 

Pave pupils toi.ch different fruits and describe them. 

Touch differmt ohjtcts. as cup, bottle, and describe them. 

Touch a child with a pencil, a piece of chalk, a twig, a small pi. o .' paper and see if 
he can tell what it is. Let him describe the different sen.«ation^. 

Let prpils touch, taste, and smell different fruits, vegetables, si gar, salt, soda, etc., and 
describe and characterize each sensation. 

Familiarize children with the sound which different objects produce when touched. 
Then tell them to put down their heads. The teacher touches several things in quick 
succession as edge of the desk, ink-well, steam-pipe, then says, "Wake up." The pupil 
tells what was done in the right order. 

Repeat a short stanza of poetry-. Ask the children to repeat what they remember. 

Color Work — Drawing 

Hold up colored circles in quick succession. Have pupils name colors in correct order 

Have children stand in a row with colored caps. Pupils at seats close their eyes. Change 
the order. Have pupils arrange in original order. 

Have children stand in a row with colored caps. Pupils at seats ck*se their eyes. Send 
one or more out in hall. Children tell what colors are gone. 

Have colored balls in a row on the table. Pupils close eyes. < hangc th order. The 
pupils arrange in original order. 

Have children stand in front of board with crayons in their hands. The teacher draws 
two vertical lines, erases them, and has the children reproduce what they saw. Teacher 
then draws squares, circles, triangles, and continues as before. 

Mount colors on cards and hold before the class. Have pupils tell what they saw. 
Example: "I saw two red circles, one blue square, and two yellow oblongs." 

Find objects in the room that are square. Note objects while going to and from school 
that are circular, square, oblong. 

The teacher prepares squares of one size, and gives one to each pupil. The children note 
the size and try to draw one of the same size. After they have drawn the squares let them 
compare them with the given square. 

Have them cut oblongs, triangles, circles, in the same way. 

Music 

Play exercises on the piano in |, f , and 1 rhythm, and have the children at the boar 
indicate by marks the exercises played. 

Using the 8, 7, 6, 5 in music, point to a group of figures singing as you point, and have 
the child repeat. 

Send three children from the room and have them sing in turn, while the pupils in the 
room guess who is singing. 

Geography 

Have the children collect specimens of the different kinds of soil in the locahty. Discuss 
their formation. 

23 



178 STATE MANUAL AND COURSE OF STUDY 

Plant seeds of various kinds and watch their development. 

Have experiment gardens both at home and on the school grounds. Watch the growth 
of various plants. Study and discuss the different parts of the plant. 

Collect specimens of the various minerals, rocks, shells, of the locality and discuss their 
deposition or formation. 

Collect specimens of all different kinds of wood, bark, leaves, buds, flowers, of the neigh- 
borhood. Mount and arrange the flowers and leaves. 

Have colored pictures of all the birds that the children may observe in the spring. 
Discuss their habits, characteristics, songs, nests. Observe as many as possible each day. 

Collect and classify the different grasses and shi-ubs of the neighborhood. Discuss. 

Collect specimens of all raw material and manufactured products of the locaUty in each 
of their stages. Discuss. 

• In studying the physiography of foreign places, collect good pictures, descriptions, and 
specimens of products of all kinds and mount and classify for class use. 

Let the children observe on excursions, all possible land and water-forms, soil formations, 
examples of plant life in connection with the work. 

Encourage them to hstcn and descriminate between the different bird songs, so that they 
can distinguish each. Have them describe the sound made by the cricket, the frog, the 
grasshopper, the different kinds of animals, the various sounds of wind, water, etc. Have 
them describe the weather and conditions of the atmosphere of different days, observed 
on their way to school. A stormy day. A foggy morning. A frosty morning. Describe 
the sensations occasioned by the ground undei*-foot, by the wind on the face, by the breeze 
of a spring morning, by the gloom of a late autumn day, by a frosty, clear evening. 

Have them observe the position of the sun and the moon at different times. 

Have them observe the changes in vegetation from week to week, and discuss. 

Encourage them to estimate distances. How far is it from the child's home to the 
schoolhouse? How far is a mile in the neighborhood? Name familiar points that are 
five miles apart. Two miles apart. 

Encourage the reading of the best literary descriptions of all countries studied, so that 
the children gain good visual images of them. These should be so definite and vivid 
that when the teacher writes on the board the word "Seine" for instance, the child will 
instantly describe his imaged conception of the Seine River, Paris, etc. When he sees 
a pressed specimen of the Edelweiss, he will be able to describe the region of the Alps. 
"Salt" will bring out a description of the Salt Steppes of Russia and of the chmate, social 
conditions of the people, and other geographical facts. "Wheat" should suggest vivid 
mental images of all the principal wheatgi'owing regions of the world. "Grapes," the 
vineyards of the Rhine, of France, etc. 

Make collections of good pictiu-es of the life and people of the different countries studied; 
of the scenery, homes, etc. 

All available specimens of products of different countries studied should be used in 
connection with the work. 

Fix all visual impressions of the relative location of places, outline, direction, etc., with 
memory maps. 

Have no geography recitation which does not involve observation, and the use of hand, 
eye and ear, in the formation of images. 

Suppose the class is about to study France. 

I. Ascertain by observing the map, one in the hands of each pupil: (a) its location; 
(b) its location relatively to other European countries; (c) its location in regard to cUmatic 
conditions of longitude, latitude, elevation from direction of rivers, mountains, winds, 
distance from the sea; (d) the countries -bounding it. What do you know of the people 
and conditions of those countries? What effect would this proximity have on J>ance, 
socially, governmentally, commercially. 

II. CUmate. What effect has its location on the chmate? Elevation, winds, ocean, etc. 

III. Products, as affected by location, chmate and soil. 

IV. Occupations, as affected by all these agencies. 

V. Commercial facilities, as dependent on rivers, coast, situation. 

VI. Look at the outline physiographic map and select points that seem favorable to 
large cities. Why? 

VII. What effect would the position of the moimtains have on the climate of the country? 

VIII. Make an outline and physiographic map of France. 

(a) Write from memory the names of bounding countries, (b) What is the size of 
France, the relative size. Compare with Michigan, Germany, England, Russia, (c) 
Ascertain the population. Compare with Michigan. What is the effect of sociologic 
conditions, as in wages, Mving, etc.? (d) Read description of hfe and social conditions 
of France, (e) Government of France, (f) Occupations and products, (g) Gulfs, rivers, 
etc. (h) Cities, (i) Use pictures, good descriptions, hteratm-e, to form images of the 



APPENDIX 179 

scenery, cities, rivers, (j) Assign topics upon which different pupils will report with ac- 
counts of their visual impressions as — Paris, Seine, Gulf of Lyons, etc. (k) Require 
memory maps of the country including all important details. Bring to the class for obser- 
vation pictures, products as raisins, silk, raw silk, velvet, lace, etc. 

IX. Let the children plan a trip to France, map out the route, select steamers, purchase 
tickets, and plan all other details of the voyage. 

X. Let some child give a vivid account of the detailed voyage. In this way children 
who have never been out of their local environments will get an idea of the distance traveled, 
the places on the way, the people, life, etc., that they would meet, the methods and means 
of transportation, the number of days it would require, cost of the trip. 

Let the children tell what they would bring back from a visit to France. What would 
they take across to their French cousins? 

XI. Let each pupil impersonate a child living in some part of France, Let him prepare 
for the part by reading descriptions, examining pictures, etc., and then imagine himself 
a child busy at some particular occupation in some certain place, and give an account 
of himself to the rest of the class, supplying all necessary detail to make the description 
vital and real. 

XII. Let the class imagine themselves traveling through France and require each one 
to give an oral description of what he saw in each place. One will report the pictures 
in the Louvre; another, a visit to the capital; another, a visit to Bordeaux, etc. 

In connection with the various countries studied introduce such sense training exercises 
as the following: 

Blindfold a child and let him feel of various materials as silk, wool, velvet, linen, cotton, 
rubber, cork, and tell what each is. Bhndfold him and let him smell perfume, vinegar, 
spices of various kinds, fruits, plants, and tell which each one is. Blindfold him and let 
him taste sugar, salt, spices, vinegar, coffee, and tell which each is. Each time a new word 
is used write it on the board, erase, and require him to spell it from mem.ory. Let him 
spell the words orally. 



GAMES 

Prepared by the Department of Hygiene and Physical Education, 
Central Michigan Normal School. 

Instructions to Teachers 

The first five minutes of each of the usual recess periods should be given to a recess 
proper; the last ten minutes of both morning and afternoon periods should be devoted 
to the learning of games under the direct supervision of the teacher. 

Play during these periods should be compulsory; it is a part of the school work. It 
should be out-of-doors when the weather permits. 

Strict observance of the rules and above all "fair play" in spirit as well as letter must 
at all times be insisted upon. Remember that development of character in children is 
more easily secured in their own natural activities than through precept. Emphasize 
fairness, honesty and generosity in the game until the play group disapproves instantly 
of all attempts by individuals to secure advantage to self at the expense of fair play. 

At the noon period, groups of the larger boys and girls will play, for the most part, 
without direct supervision, though the presence of a lively teacher entering into the spirit 
of the younger people, is alway welcome and beneficial. Play at noon should consist of 
games learned previously during the regular play periods. Participation should be volun- 
tary as this is not a part of the school sessions, but gentle pressure should be used to get 
all to take part. The palefaced, anaemic girl needs the play more than the most robust 
boy. 

One of the larger pupils of the right personality may^be^put in charge'of'a group of the 
smaller children. 

Play in groups of similar age, and, in case of larger boys and girls, of the same sex, is 
desirable. Often, however, especially when the work is given indoors, it is convenient 
to have the whole school engage in the same game at the same time. The games described 
below are so arranged that the teacher can find at a glance the game which is appropriate 
to the place and group engaged. Teach each game until the children have become fairly 
skillful in playing it. Most of these games may be varied slightly so as to add new features 
of increasing difficulty as the children become more skillful. Such variation adds much 
to the interest of older pupils. 

Games selected from the Course of Study will be found admirably suited to school 
occasions to which parents are invited. When mixed programs are rendered in the school- 
house, a game or two on the program by the smaller children will arouse much enthusiasm 
on the part of the parents. An out-door program of play just before the closing of school 
in the spring is desirable. A few counties are bringing all the schools of the county together 
in a "play festival" held in conjunction with the eighth grade graduating exercises in 
the spring. 

Several of the music selections used in this outUne are taken from "Dances of^the People" 
and "Folk Dances and Singing Games" both by EUzabeth Burchenal, jNevr ,York City. 



List of Games 



I. Games for the Whole School 
1. Without Material 



Playground 

(1) Vis-a-vis 

(2) Squirrel in Trees 

(3) Steps 

(4) Partner Tag 

(5) Lame Fox and Chickens 

(6) Three Deep. 



APPENDIX • 181 



b. Schoolroom 

(1) Follow the Leader 

(2) I say "Stoop" 

(3) ] Tag the Wall Relay 

(4) Going to Jerusalem 

(5) V Changing Seats 

(6) _ Guess Who 

2. With Material 

a. Playground 

(1) Newcomb 

(2) Steahng Sticks 

b. Schoolroom 

(1) All Up Relay 

(2) Club Snatch 

3. With Singing 

a. Playground 

(1) Carrousel 

(2) Broom Play 

(3) Pop Goes the Weasel 

(4) Visiting 

b. Schooboom 

(1) Up to the Moon (Swedish) 

II. Games for the Smaller Children 

1. Playground 

a. Jack be Nimble 

b. Shadow Tag 

2. Schooh'oom 

a. Wee Bologna Man 

b. Cat and Mice 

III. Games for the Larger Girls 

1. Playground 

a. Prince of Paris 

b. Corner Ball 

2. Schoolroom 

a. Poor Pussy 

b. Bean Bag Game 

IV. Games and Athletics for the Larger Bays 

1. Playground 

a. Games with the Baseball 

b. Track and Field Athletics 

c. Chinning 

d. Bull in the Ring 

e. Trades 

2. Schoolroom 

a. Japanese Crab Race 

b. Stride Ball 



182 



STATE MANUAL AND COURSE OP STUDY 



V. Rhythmic Flay^ for the Whole School 

1. On the Clreeu 

a. Ribbon 

b. Bumble Bee 

c. May-Pole. 

I. GAMES FOR THE WHOLE SCHOOL 
1. Without Material 
a. Playground 



(1) Tis-a-vis (pronounced vez-a-vee) 

Number of players: 7 or more. 

Formation: Players stand in a double circle with a partner, 
each one facing the center and an extra player, who is "it," standing 
in the center. 

Game: "It" calls "Face to face," and each player faces partner. 
Then "it" calls "Back to back," and each player turns with back 
to partner. "It" may continue these calls as rapidly and as long 
as he cares to. Finally he calls "vis-a-vis," which is a singal for 
all to change partners. During this time the person in the center 
secures a partner, and the one left out becomes "it." The game 
continues as before. 

(2) Squirrel in Trees 

Number of players: 9 or more. 

Formation: Tlxree players make a "tree" by standing in a circle 
with arms on each other's shoulders. Any number of "trees" may 
be scattered over the field of play. A "squirrel" stands in the 
"hollow" of each tree, and an extra "squirrel" stands anywhere 
within the field of play. 





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APPENDIX 183 

Game: The " squii-rels " run from one "tree" to another (there 
must never be more than one "squuTel" in a "tree") and the extra 
"squirrel" tries to find a hollow "tree." The "squu-rel" left out must 
then look for a hollow "tree." The "squirrels" and the "trees" 
need to exchange places often in order to give all an opportunity 
to run. If the "squirrels" are afraid to leave home, the teacher 
may force them out by clapping her hands or by giving any signal 
agreed upon before the game. 

(3) Steps 

Number of players: 3 or more. 

Formation: In a line facing a fence or anything which may be 
chosen as a goal. A leader (or "it") stands between the line and 
the goal, facing the goal. 

Game: The leader covers his eyes and counts aloud to ten (or 
twenty). During this time the players move as rapidly as they can 
toward the goal. When the leader calls ten, uncovers his eyes and 
turns around, every one in the Une must be perfectly quiet. If he 
discovers any one moving, that person must return to position and 
start over again. The game continues until all the players have 
reached the goal. The fii-st person reaching the goal is declared the 
winner, and the last person reaching the goal must be "it" for the 
next game. 

(4) Partner Tag 

Number of players: 4 or more. 

Formation: Players scattered over the field in couples, arms 
locked. Two players are free, one for "it" or the chaser, and the 
runner. 

Game: The runner makes liimself safe by locking arms with any 
one of the players. Whenever he does this, the third one in the 
group immediately becomes the runner, and must save himself 
in the same way. In case the runner is caught, he must then be- 
come the chaser; and the chaser becomes the runner. 

(5) Lame Fox and Chickens 

Number of players: Any number. 

Formation: At one end of the playground a den is marked off 
for the "foxes," and at the opposite end a yard is marked off for the 
"chickens." The game starts off with one "fox" in the den, and all 
the "chickens" in the yard. If there are a great many players, it 
is advisable to have more than one "fox." 

Game: The "chickens" leave their yard and approach the den 
of the "fox." As they draw near the den, they try to tease the "fox" 
by calhng: "Lame fox! Slow fox! Can't catch anything." The 
"chickens" venture as close to the den as they dare to, the "fox" 
remaining within until he thinks he can catch a "chicken." When 
the "fox" leaves his den he may take three running steps in pursuit 
of the "chickens," after which he must hop on one foot while tagging 
the "chickens." If the "fox" succeeds in catching any "chickens" 
they immediately become "foxes," and the game starts again. Any 
"fox" putting both feet on the ground at once, after he has taken 
three running steps, may be driven back to his den by the " chickens." 
He may, when hopping, change from one foot to the other. The 
game continues until all the "chickens" are captured, the last one 
being the winner. The first "chicken" caught becomes the "fox" 
for the new game. 



184 STATE MANUAL AND COURSE OF STUDY 

(6) Three Deep 

Number of players: 6 or more. 

Formation: Players stand in couples, one behind the other, in a 
circle, all facing the center. There should be considerable space 
between the couples. Two extra players, one as runner, one as 
catcher, stand within the circle. 

Game: The runner and the catcher start the game off. The 
runner makes himself safe by standing in front of one of the couples. 
When the runner takes this position one group is then standing 
"three deep," and the third one must run from this position before 
he is tagged by the catcher. The runner makes himself safe again 
by stepping in front of a couple. If the catcher tags the runner, 
then the runner becomes the catcher, and the catcher, the runner. 

This game may be varied by having the couples stand facing 
each other. In this formation, the runner makes himself safe, by 
standing in front of any player he may choose. The instant a 
player discovers some one standing in front of him, he must "save 
himself" by standing in front of any other player. 

b. Schookoom 

(1) Follow the Leader 

Number of players: Any number. 

Formation: In a single Une around the room. 

Game: The leader marches around the room, hops on one foot, 
jumps over a crack in the floor, touches some object as he passes, 
or performs any gymnastic stunt he cares to do. Each person in 
the hne must imitate him exactly. It is better to change leaders 
often, choosing the child that executes the best, the teacher acting 
as the judge. The game may continue as long as desired. 

(•-) I Say "Stoop!" 

Ni.n.ber of players: Any number. 

Formation: Standing in aisles facing toward the front. 

Game: A leader stands in front of the room and calls "I say 
stoop!" and at the same time bending knees, and immediately 
commg to position again. All players follow the leader's directions. 
When the leader calls "I say stand!" and stoops as before the 
children should remain standing. Those making a mistake are out 
of the game. Much interest may be added by having "sides," 
he one wmning which loses the smaller number of players. 

.).-}- tl.( Wall Rtlay 

Number of players: 4 or any even number above four. 

Formation: Sitting in the seats, an even number of players in 
each row. 

Game: At a signal from the teacher, each player in the last seat 

runs forward, down the aisle, and tags the wall in front. As soon as 

he passes out of the aisle, all the other players move to the seat 

beliind, thus leaving the front seat vacant. As soon as the runner 

touches the wall in front, he runs back and sits down in the front 

^(at. Immediately he raises his hand, which is the signal for the 

;l;iy(r in the row to run forward in the same manner as the 

i\g one. Play continues in this way until each person in the 

w,v ui- a. i ail opportunity to run. The Une wins, whose players 

first riach tiieir original seating positions. 

i his is a popular game and interest may be added by dividing 
the players into teams, and playing a series of games. In arranging 
the players for running, ca e must be taken to have players of equal 
abiUty opposing each other. 



APPENDIX 185 

(4) Going to Jerusalem 

Number of players: 7 or more. 

Formation: Standing in aisles in position for marching. The 
group should be arranged in such a manner, that there is one less 
seat than players. The seats counted out may be designated by 
placing a book or any object on the desk. 

Game: The players march up and down the aisles between the 
seats. The teacher claps her hands which is the signal for every 
player to sit in a seat. One player will be left out, and he must go 
and sit down. Then another seat is counted out, the desk marked, 
and the game starts again. If time will permit, it is much sport 
to continue the game until there are two players marching around 
one seat. The one securing the seat this last time is declared the 
winner. If two players, at any time, sit in the same seat, the one 
securing the seat first, holds it. Music for the marching will add 
much interest to this game. When the music stops, that is the 
signal to find a seat. 

(5) Changing Seats 

Number of players : Any number 

Formation: Sitting in the seats. 

Game: The teacher must give directions in this game. After 
the children have learned the game some one from the grade may be 
chosen for the teacher. The commands are as follows: 

"Change right!" 

"Change left!" 

"Change forward!" 

"Change backward!" 
Each time a row of children will be left out. They may remain 
standing in the aisle until a command comes which will allow them 
an opportunity to sit down or they may run around to the opposite 
side of the room and take the vacant seats. The success of the game 
depends entirely upon the commands from the teacher. If these 
commands are given rapidly and with unexpected changes the game 
will be most interesting. 

(6) Guess Who 

Number of players : 4 or more. 

Formation: Standing in a Une, side by side, with the leader in 
the middle and an odd player in front of the line, facing it. 

Game: The player in the front asks: 

"Where is my friend?" 
The players in the hue answer: 

"We don't know." 
The player in front asks : 

"Will you go and find him for me?" 
The players in the Une answer: 

"Yes, we will." 
The player in front says: 

"Place your finger on your lips and follow me." 

The player in front then turns around, and, with his finger to his 
lips, runs to another part of the room. All the other players follow 
him, each one with finger to his lips. When the line has reached 
some other part of the room, the odd player stops with his back to 
the line. Immediately, the players in the line exchange places 
(under the direction of the person in the middle of the line) so that 
the relative positions are not the same as at the beginning of the 
game. The leader selects a player from the fine and this player 
steps up behind the odd player and says (assuming an unnatural 
tone): "Guess who is here!" If the odd player guesses correctly 
he returns to the fine and the player from the fine becomes "it." 



186 



STATE MANUAL AND COURSE OF STUDY 



Otherwise the odd player must repeat the dialogue, and ''continue 
the game as in the preceding case. 

If the children find it difficult to guess correctly at first, they may 
be given two or three "guesses," until they are accustomed to the 
game. 



2. With Material 
a. Playground 



(1) Newcomb 

Number of players: 10 or more. 

Material: A small rope thirty to fifty feet long, and a basket 
ball. 

Field of play: A rectangular space. Draw two lines two or three 
feet each side of an imaginary center fine. The space included 
between these lines is neutral territory. Stretch the rope above 
the center line, being careful that it is at least one foot higher than 
the tallest player. 

Game: The ball is put in play by tossing it up between two 
players, one from each team. As the ball comes down, each one tries 
to bat it with the open hand. The successful one wins the first 
throw for his team Each side tries to score a point, by throwing 
the ball over the rope in such a manner that it will strike the ground 
in the opponents' territory. Each team tries to catch the ball 
before it strikes the ground, and thus prevent the opposing team 
from scoring. The side scoring the first ten points wins the game. 
Much interest may be added by playing a series of games. 

The following count as fouls and score one point each for the 
opposing team. 

1. The ball passing under the rope. 

2. The ball touching rope as it passes over. 

3. The ball falling on the neutral ground after passing over the 
rope. 

4. A player stepping on neutral grovmd when throwing or receiving 
the ball. 

5. The ball striking outside the field of play before any player 
has touched it. 




Newcomb 



APPENDIX 187 

(2) Stealing Sticks 

Number of players: 6 or more. 

Material: Six or eight sticks. Handkerchiefs to mark the 
players of one team. 

Field of play: Divide the playing space by a Une in the center, 
and mark off a goal at each end of the field. Place half the number 
of sticks used in each goal. 

Formation: Players from in two rows facing each other, one row 
on each side of the center hne. The object of the game is to carry 
one at a time, all the sticks from the opponent's goal and place them 
in the home goal. As soon as a player crosses the hne with both 
feet, he may be tagged by any player from the opposing team. If he 
reaches the opponent's goal in safety he may take one stick and 
return to his home goal unmolested. If caught before reaching 
the goal, he becomes a prisoner and is placed in the opponent's goal 
where he must remain until released by a player from his side. 
The rules governing the carrying of sticks also govern the releas- 
ing of prisoners. So long as any member of one side is a prisoner, 
that side may not take sticks from its opponent's goal. The game 
is won by the side which first succeeds in carrying away all of the 
.sticks from the opponeirt's goal. 

b. Schooh'oom 

(1) All Up Relay 

Nimiber of players: 4 or any even number. 

Material: Six small sticks of wood, which have been cut squarely 
in order that they will stand on end without support. 

Formation: Two parallel lines facing toward the front, players 
standing one behind the other. At an equal distance from the 
head of each line, draw two parallel challv circles. Within one circle 
stand three sticks. Directly in front of each leader, and the same 
distance from the upright sticks, draw a chalk line which all players 
must stand behind until they have been "touched off." 

Game: At a given signal, each leader runs forward to the sticks, 
and picking them up, one at a time, he transfers the sticks from one 
circle to the other. As soon as the last stick is in position, he calls 
"All up," runs back to his Une and "touches off" number 2 by 
slapping the palm of number 2's outstretched hand. Number 2 
then runs forward and, one at a time, transfers the sticks in the same 
manner that number 1 did. As soon as number 1 "touches off" 
number 2, number 1 passes to the foot of the hne. The game 
continues until every one in the Une has had an opportunity to trans- 
fer the sticks from one circle to the other. The side finishing first 
wins the game. If the sticks are knocked down, or if they fall 
down, they must be placed upright before the next player can start. 

(2) Club Snatch 

Number of players: 4 or any even number. 

Material: Indian club or small stick of wood which will stand 
upright. Sometimes a handkerchief is placed on top of the Indian 
club or the stick of wood, and it is "snatched" instead of the club. 

Formation: Two lines, players standing side by side, and each 
Une equally distant from the club. 

Game: At a signal given by the teacher, number 1 from each 
Une runs up to the club, tries to snatch it and endeavors to run back 
to his own line before the other number 1 can tag him. If he succeeds 
in doing so, he scores one point for his side. If he is touched by the 
one from the opposing team, then the opposing team scores a point. 
Play continues in this way imtil all have had a chance to snatch the 
club. The side having the greatest number of points, wins the game. 
It is important in lining up the teams, to have players of equal abiUty, 



188 



STATE MANUAL AND COURSE OF STUDY 



opposing each other. When there are many players, interest is 
added by dividing each team into tlu'ee or four groups,- — the total 
score of the various groups making up the score of the team. 



3. With Singing 
a. Playground 

(1) Carrousel (Merry-Go-Round) 

Number: Any even number. 

Formation: Double circle, all facing center 



hands. 



Inside circle join 
Outside people place hands on partners' hips. 




Carrousel (Merry-Go-Round) 



Part I. First measure — 1. Make a long slide to left with left 
foot; 2. Close right foot to left; 3 and 4. Repeat. Repeat all to the 
6th measure; during 6th and 7th measure make stamps instead of 
shdes, 2 to a measure. Stamp on the words "up," "mate," 
"surely," "late." 

Part II. Continue sliding to the left as before but in quicker 
time. 

Note: In repeating,' each person from the inside circle passes 
to the outside circle. To be played vigorously to imitate, as much 
as possible, the swing of the Merry-Go-Round. 



i 



APPENDIX 

CARROUSEL (MERRY-GO-ROUND) 
A noderata con mofo(J=84) 



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(2) Broom Play 

Number: 5 or any odd number. 

Formation: In two lines with hands joined. An extra player 
stands between the Knes, with a broom in her hands. 

Part I. With four walking steps each hne advances toward the 
opposite hne. Measures 1 and 2. 

Part II. With four walking steps each line moves backward. 
Measures 3 and 4. 

Part III. Repeat I and II. Measures 5 to 8. During this time 
the player between the hnes moves forward and backward looking 
for her partner. 

Part IV. All players skip forward to join hands with partner, 
and skip around in a small circle. The "broom man" tries to steal 
a partner. The player left out must play with the broom. 

B. Measures 1 to 8. Repeat entire play as often as desired. 



190 



STATE MANUAL AND COURSE OF STUDY 




Broom Play 



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APPENDIX 



191 



(3) Pop Goes the Weasel 

Number: 6 or any multiple of six. 

Formation: In two lines facing partners. Numbertd off by 3's. 

Words to sing: A penny for a spool of thread, 
A penny for a needle; 
That's the way the money goes, 
Pop goes the weasel. 

POP GOES THE WEASEL 




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Part I. Each nimiber 1 tm-ns toward the outside and skips down 
back of his line and returns to his place. 16 counts. 

Part II. Each number 1 joins inner hand with partner and 
together they skip down between the lines and back again. 16 
counts. 

Part III. Couple number 1 now forms a circle of 3 by joining 
hands with number 2 on the left, and all skip around for 12 counts. 
This should bring luimber 2 opposite her own place. As the children 
sing the last, line "Pop Goes the Weasel," couple number 1 raise 
joined hands and number 2 passes under their arms to her place 
in the line. Couple number 1 repeats the circle of 3 with the other 
number 2, and also with each number 3. Tliis brings couple number 
1 to the foot of the lines. Couple number 2 repeats the play, then 
couple number 3. 

When the player passes under the raised arms at the word "pop," 
all the other players, who are standing in the line, clap hands together 
and jump sideward toward the front. 

Visiting 

Number: 8 or any multiple of eight. 

Formation: In couples forming a square as shown in the cut. 
Inside hands joined. 



192 



STATE MANUAL AND COURSE OF STUDY 




Visiting Play 



Part I. Beginning with the right foot, couples number 1 and 2, 
advance toward each othtr three steps, and bow. Measui-es 1 and 2. 

Part II. Beginning with the left foot couples number 1 and 2 
retire with 3 steps and bow. Measures 3 and 4. 

Part III. Couples number 1 and 2 repeat I and II. Measures 



5 to 8. 

Part IV. 
8, repeated 

Part V. 



Couples 3 and 4 execute I, II and III. Measm-es 1 to 



Couples 3 and 4 form arches by joining inside hands. 
Couples 1 and 2 advance toward the center (with a skipping step), 
join inside hands with the persons they meet from the opposite side 
(the boy turning left, the girl turning right) and pass under the 
arches. Immediately, they separate to right and left and return to 
partners. B. Measures 1 to 4. 

Part VI. Still skipping, join hands with partner and swing around 
vigorously in a circle. B. Measures 5 to 8. 

Part VII. Couples 1 and 2 form arches while couples 3 and 4 
execute V and VI. 



b. Schooh'oom 



(1) Up to the Moon 

Number: 2 or any even number. 

Formation: Standing in the aisles in couples, number 1 in front 
with hands on the hips, and number 2 behind number 1 with hands 
on the shoulders of number 1. 
Words to sing: 

Guess where I would like to go, like to go, like to go. 
Up to the moon in a bright rainbow, 
Up to the moon in a rainbow. 
Yes, yes, that would be 
Great, great fun for me. 
That would be great fun for me 
To go up to the moon in a rainbow. 



APPENDIX 
VISITING PLAY 



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Part I. Number 1 turns her head to right, while number 2 looks 
over her right shoulder into the face of number 1. 2 measm-es. 
Repeat tm-ning to left. 2 measm-es. 

Part II. W ith a jump both turn to the left, facing in the opposite 
direction. Repeat 1, number 2 taking the part of number 1 and 
number 1 taking the part of number 2. 4 measures. 

Part III. With a jump number 2 turns around and faces number 
1. Both, with heels together and hands on hips, make a bow. 
1 measure. Clap hands together 3 times in front of face. 1 measure. 
Repeat. 2 measures. 

Part IV. Hold up right forefinger (left hand under right elbow) 



25 



194 STATE MANUAL AND COURSE OP STUDY 

and make 3 threatening gestures toward partner. 1 measure. 
Change position of hands and repeat. 1 measure. 

Part V. On the 15th measure all swing around toward the left, 
clapping each other's right hands while passing, at the word "up." 
Finish the turn with two stamps on "rainbow." 

Part VI. Take the same position as in I and repeat the play. 



II. GAMES FOR THE SMALLER CHILDREN 

1. Playground 

a. Jack Be Nimble 

Number of players: Any number. 

Material: Any object six or seven inches long, that wiU stand upright 
like a candlestick. 

Formation : Players stand in a Hne ready to run forward and jump over 
the "candlestick." 

Game: Player number 1 runs forward and jumps with both feet at 
once over the "candlestick," while all the players repeat the rhyme: 

"Jack be nimble, 

Jack be quick, 

Jack jump over the candlestick." 

Play continues in this way until each one has had an opportunity to 
jump. 

b. Shadow Tag 

Number of players: 4 or more. 

Formation: Each player to stand alone anywhere within the playing 
space, one player to be "it." 

Game: "It" tries to step or jump on the shadow of some other player. 
When he is successful he calls out the name of the player and that person 
becomes "it." The game may continue as long as desired. Small children 
dehght in this simple play. A sunny day is the only requisite for the 
game. 

2. Schoolroom 

a. Wee Bologna Man 

Number of players: 3 or more. 

Formation: Standing in the aisles facing toward the front of the room. 
Number the lines from right to left. 

Game: The first person in hne number 1 steps out in front of the players 
and repeats the following verse: 

"I'm the wee Bologna Man, 
Always do the best you can, 
To follow the wee Bologna Man." 

While repeating this verse he takes some exercise, which all the children 
can imitate in place. For example, he may jump and turn around twice 
in place, hop on one foot, hop on both feet, swing his arms like a windmill, 
or do any gymnastic exercise. As soon as he has finished he runs to the foot 
of his line, and the leader from line number 2 steps out in front and conducts 
the play. The game continues in this way until the time is up, each leader 
following rapidly the one preceding him. The leaders must be alert every 
minute to make the game a successful one. 

b. Cat and Mice 

Number of players: 3 or more. 

Formation: One player must be chosen for the "cat." All others 
remaining sitting. 



APPENDIX 195 

Game: The "cat" hides under the teacher's desk. When the "cat" is 
out of sight the teacher signals to the children and they creep quietly up 
to the desk. When all of them are near enough to place a hand on the desk, 
they try to scratch on it in a way that represents the nibbling of mice. 
When the "cat" hears the "mice" nibbhng, she scrambles out and tries 
to catch them. The "mice" make themselves safe by running to their 
seats. If the "cat" catches a "mouse" the "mouse" becomes the "cat" 
and the play is repeated. If no "mouse" is caught the same "cat" may 
hide again or the teacher may choose a new "cat," If there are more than 
ten "mice," it is better to have half of them play once and then the other 
half play once. 

III. GAMES FOR THE LARGER GIRLS 
1. Playground 

a. Prince of Paris 

Number of players: Any number. 

Formation: Sitting on the ground in a Hne, or standing in a Une. A 
leader standing in front. 

Game: The leader starts the game by saying: "The Prince of Paris 
has lost his hat. Did you find it, number 3, sir?" If sitting (if standing, 
number 3 simply steps forward) number 3 immediately jumps to her feet 
and responds: 

"What, sir! I, sir?" 
The leader responds: 

"Yes, sir! You, sir!" 
Number 3 responds: 

"No, sir, not I, sir!" 
The leader asks: 

"Who then, sii-?" 
Number 3 answers: 

"Why, number 6, sir." 
Number 6 immediately jumps to her feet and responds: 

"What, sir! I, sir?" 
The leader answers: 

"Yes, sir! You, sir." 
Number 6 says: 
"Not I, sir." 
The leader asks: 
"Who then, sir?" 
Number 6 responds: 
"Number 2, sir." 
Number 2 immediately jumps to her feet and the conversation is repeated. 
The leader endeavors to repeat the first statement, "The Prince of Paris 
has lost his hat," before the last number called can reply, "What, sir! I, sir? " 
If she succeeds, she may exchange places with the person found "napping." 
If any player forgtts the response, the leader may exchange places with her. 

b. Corner Ball 

Number of players: 8 or more. 

Material: Basket-ball. Handkerchiefs to mark the players of one team- 

Field of Play: A space of twenty-five by thirty feet is a good one for 
this game, although one smaller or larger may be used. This is divided 
across the center by a straig t line. In the far corners of each haK a small 
square goal is marked out, there being two goals in each half. 

Formation : The players divide themselves into two teams and each takes 
position on one side of the field and stations a goal man in each goal on the 
opposite side. The players may go any place within the Umits of their own 
court except in the opponent's goals, but will see that the opponent's goals 
are well guarded. 

Game : The ball is put in play by tossing it up the same as in Newcomb. 
The object of the game is to throw the ball across to the goal men stationed 



196 STATE MANUAL AND COURSE OF STUDY 

in the opponent's territory. A point is scored each time a goal man succeeds 
in catching the ball. The goal men must always keep both feet within 
the goal, but are allowed to jump up to catch the ball. 
The following fouls should be called: 

1. Running with the ball. 

2. Striking or touching the ball when it is in the hands of a player. 

3. Any rough play. 

4. Stepping out of the field of play with one or both feet. 
The penalty for a foul is forfeiting the ball to the opposite side. 

When the ball leaves the field of play it must be carried to the place 
where it crossed the Une, and from this point thrown to a guard before it 
can be thrown to a goal man. 

2. Schoolroom 

a. Poor Pussy 

Number of players : 3 or more. 

Formation: One player is chosen for "Pussy," and all the others sit 
anywhere in the room. 

Game: "Pussy" steps up in front of a player, and kneels. In this 
position she me-ouws as many time as she cares to, and with as many 
variations in voice and manner as she chooses. The player sitting must 
stroke "Pussy" on the head thi-ee times and say as she pets her, "Poor 
Pussy!" "Poor Pussy!" "Poor Pussy!" This must all be done without 
smihng. If the player smiles while she is petting "Pussy," she must 
exchange places with her. If "Pussy" does not succeed in making the 
player smile then she must pass on to some one else and repeat the play. 
This simple game is very amusing and always affords much sport. 

b. Bean Bag Game 

Number of players: 4 or any even number. 

Material: Four sticks that will stand upright, and two bean bags. 

Formation: The players stand in two lines, each Une equally distant 
from two sticks, which stand upright about eight inches apart. The players 
should be at least ten feet from the sticks, and a hne should be drawn on 
the floor, back of which the players must stand to throw. 

Game: Each player is given an opportunity to slide the bean bag on 
the floor in such a way that it will pass between the sticks without knocking 
them down. The player scores one point for her side whenever she is 
successful. The total number of points determines the score for each team. 

IV. GAMES FOR THE LARGER BOYS 
1 . Playground 
a. Baseball 

(1) How to Catch a Ball. 

A ball that comes to a catcher as high or higher than the breast should 
be caught by the hands in the following position: Turn the hands so that 
the thumbs are on the inside with the fingers pointing upward. For lower 
balls, place the little fingers together, all fingers pointing toward the ground. 

Throwing and Catching. 

Material: A baseball. 

Place the boys in two lines facing each other at least 50 feet apart. First 
boy in line number one throws a ball to the boy opposite him in hne number 
two, and he returns it to boy number two in hne number one, and so on. 

Make the throw accurate and be sure to catch the ball correctly. 



APPENDIX 197 

(3) Touching the Runner. 

Place the boys in Unes in front of a leader. Leader goes through the 
motion of throwing a ball at them. They all go through the motion2,of 
catching the ball and touching the ground with it. 

(a) On the left side. 

(b) On the right side. 

(c) In front. 

After touching the gi'ound, each player goes through the motion of re- 
turning the ball to the leader. 

(4) Go through the same motion individually with a real baseball. 

(5) Keep Ball. 

Material: Baseball. 

Divide the boys into two sections equal in number. The members of 
one section take the ball and run around throwing it back and forth to 
each other, trying to keep the other section from intercepting it or gain- 
ing possession of it by picking it up from the ground after a muff. When 
the other side gets the ball they are to try and prevent the side which first 
had the ball from regaining possession of it. 

b. Track and Field Athletics 

The following "Track and Field" events are some of those which occur 
in all high school meets and in County Field Days, held in some counties 
in connection with the eighth grade graduating exercises. Every rm-al 
boy who hopes to attend a high school and all others should be interested 
in finding what he can do in these events. 

(1) Standing Broad Jump 

Material: Piece of two-by-four wood. 

Place a piece of two-by-four wood in the ground on a level with the surface. 
Jumper must stand upon this. Bend at the knees, draw the arms back, 
then throw the arms forward at the same time springing forward with all 
the might, knees drawn up as far as possible while in the air. 

To get the distance, measure from the nearest edge of the two-by-four 
to where feet or body touched the ground. 

The ground where the jumper is to land should be softened by digging 
with the spade, unless it is already quite soft. 

(2) Running Broad Jump 

Same as above with a running start. 

(3) Standing Hop-step-and-jump 

Take same position as in broad jump. Hop forward, landing on the left 
or right foot, instantly step forward landing on the opposite foot, and then 
jump forward landing on both feet. 

The hop-step-and-jump is continuous. 

Measure the same as in the broad jump. 

(4) Running Hop-step-and-jump. 

Same as above, but from a running start. 

(5) Running High Jump 

Material: Two strips of wood two inches wide and six feet long. Drive 
these upright into the gi-ound six or eight feet apart. Every two inches 
bore holes in them the size of a large nail, starting about two feet from the 
ground and going to a height of about five feet. Get a light pole about 
ten feet long. Place a nail in the holes of each upright at a low height 
on the opposite side from which the jumper starts. Across these nails 



198 



STATE MANUAL AND COURSE OF STUDY 




lUinning High Jump 




Shotput, First Position 



APPENDIX 



199 



lay the pole. The jumper may run at an angle from the right side. When 
about two feet from the pole, he should leap from the left foot; throwing 
liis right foot up and over the pole, followed by his left, and landing on his 
right foot. 

This may be done the same way from the left side, in which case the 
jumper should leap from the right foot, or it may be done by running 
straight at the pole and bringing the knees up as high as possible after 
leaping from either foot. 

(6) Standing High Jump. 

Stand with the right or left side to the bar, lean shghtly toward the bar, 
and leap as in the running jump, throwing the arms upward and backward 
with tremendous force. 

(7) Putting Shot 

_ Materials: A stone as nearly round as possible and weighing about 
eight or ten pounds. Draw a circle seven feet in diameter. 

Boy takes the stone in his hand, holding it as near his shoulder as possible 
and stands near the back of the circle. 

To put the stone, the boy takes two small hops forward, with one leg ahead 
of the other and pushes the stone outward and upward to as great a distance 
as possible without stepping out of the circle. A right handed boy should 
hop on the right foot, with left leg in advance and stone in right hand. 




Shotput, Delivery 



200 



STATE MANUAL AND COURSE OF STUDY 



At the moment of his "put", however, he should swing the right hand and 
the right foot around far in advance of left hand and foot. After putting 
the shot, the boy must walk out of the back half of the circle, otherwise 
the throw does not count. 

Measure from where the stone strikes to the nearest part of the circle. 

(8) Sprinting 

Draw a line across the road. At the words, "Get on your marks," each 
boy who is to run takes his place, one foot about eight inches from the line, 
the other about fourteen inches behind that, hands touching the hne, and 
knees bending, with one knee on the ground. "Get set" means for each to 
raise the knee from the ground, look straight down the track and be ready 
to go at the signal. At the clap of the hands they are off, each trying to 
win by being the first to cross a certain hne down the road. 

c. Chinning 

Material: Find a place higher than the boy can reach from the ground, 
but one which he can jump up and hold on to; as, hmb of a tree, or door 
casing. 

Jump and grasp hmb with both hands, turning the palms toward the face, 
keeping the feet together. Raise and lower the body, alternately, touching 
the hmb with the chin and straightening the arms as many times as possible 
■without touching the ground with the feet. 




Chinning 



APPENDIX 201 

d. Bull in the Ring 

Number of players: 8 or more. 

Formation: In a circle with hands joined, the "bull" standing within. 

Game: The "bull" tries to break through between the players in the 
circle, while all try to prevent him by holding strongly with the hands. 
When the "bull" succeeds in breaking through, all give chase and the one 
catching him first becomes "bull" for the next time. 

e. Trades 

Number of players: Any number. 

Formation: Two teams, each standing back of a goal line. The goal 
hues may be any distance apart. 

Game: After deciding how to represent some occupation, gi-oup number 
1 advances toward group number 2, saying: 

"Here are some men from Botany Bay; 
Got any work to give us today?" 
Group number 2 asks: 

" What can you do? " 
Group number 1 responds: 

"Anything." 
Group number 2 says: 
"Set to work then!" 
Immediately group number 1 begins pantomimic motions which are 
characteristic of the occupation they have chosen to represent. Group num- 
ber 2 guesses what the motions indicate. If they guess correctly, then they 
may have an opportunity to represent some trade. Should group num- 
ber 2 fail, then group number 1 has another trial. The instant a group 
guesses correctly, they may tag the players in the opposite group, and if 
any of them are caught before reaching their goal line, they must join 
the opposite group The side winning all of the players is victorious. 
Much interest is added to the game when occupations are chosen which 
include many distinct movements. 

2. Schoolroom 

a. Japanese Crab Race 

Number of players: Any number. 

Formation: Arranged in a position to run backward on hands and feet, 
("all fours"), with heels on a hne. 

Game: At a signal all the "crabs" start, each one trying to reach the 
goal line first. If there are players enough to have teams, much sport is 
added if the game is conducted as in club snatch. For example, allow 
four players to race at a time, two from each side. The ones crossing the 
goal line first and second, each scoring a point for his team. This game 
affords much fun for aU, participants and observers. 

b. Stride BaU 

Number: 6 or more. 

Material: A baseball or a basketball. 

Formation: The players stand in two fines with feet apart. 

Game: At a given signal player number 1 from each fine starts the ball 
rolfing down the fine between the feet of the players. When the ball reaches 
the last player, he runs with it to the head of the fine, and starts it down 
again. Play continues in this way until the first player of one fine reaches 
his original position. This determines the winning team. 

Should the ball stop at any time, or roll out between the feet, the player 
before whom this occurs must leave the fine, get the ball, and start it on 
again. 



202 



STATE MANUAL AND COURSE OP STUDY 



V. RHYTHMIC PLAYS FOR THE WHOLE SCHOOL 
L On the Green 
a. The Ribbon 

Number: 12 or any multiple of twelve. 

Material: A ribbon for each participant. A strip of paper cambric a 
yard long, and three or four inches wide, serves the purpose very well. 

Formation: Partners facing in two lines. The couples are numbered 
from the front 1, 2, 3, 4, 5, 6. Hands joined by means of the ribbons. 




Ribbon Play 



Part I. With four sUding steps the odd couples slide under the arms 
of. the even couples, and at the same time the even couples take four sliding 
steps toward the odd couples. Reverse the movement. Repeat all from 
the beginning. 8 measures. 

Part II. Couples 1 and 2 join right hands across in pin wheel fashion. 
Couples 3 and 4, 5 and 6 form in the same position. (Shown in the picture.) 
With eight skipping steps move around in a circle, at the same time waving 
ribbons in the opposite hand. Change hands and skip back to original 
position. 

Part III. Couple number 6 forms an arch by joining hands across, 
while all other couples face toward the front, turn away from partners, 
and skip around to the end of the Une and under the arch formed by couple 
number 6. As soon as all couples are in original places, couple number 
6 slides down the middle to the end of the Une and becomes couple number 
1. This changes the number of each couple, and the dance may be repeated 
in this new formation. 



APPENDIX 
RIBBON PLAY 



203 



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b. The Bumble Bee 

Music: Any schottische. 
Number: 4 or any multiple of four. 
Formation: Front line of fours with hands joined. 
O X X O 0-Girl, X-Boy. 

Part I. Starting with the right foot, take three running steps forward 
and hop on fourth count, with left leg extended forward. Repeat starting 
with the left foot. Make a quarter turn (dropping hands) left and hop, 
step back and hop, step back and hop, step back and hop. Repeat until 
original position is reached. 



204 



STATE MANUAL AND COURSE OF STUDY 



Part' II. Schottische step^forward, starting with the right foot. Repeat 
starting with the left foot. Step and hop, step and hop, step and hop, step 
and hop. On the four steps and hops, the two boys drop hands, and pass 
around girl as she turns under upraised arms. Repeat three times. 

Part III. Repeat I and II. 

Note: Schottische step, — three running steps forward and hop on 
fourth, with leg extension forward. 

c. The May-Pole 

Music: Any march. 

Number: Any even number above 12. Twenty-four children are shown 
in the cut. 

Material: A May-pble which stands twelve or fourteen feet high. 
Streamers (one for each child) about four inches wide, and at least six feet 
longer than the pole. Paper cambric is often used for the streamers and 
serves very well. Two colors are necessary, the outside people having 
one color, the inside people the other color. 

Formation: In couples around the pole, each person standing with 
the right hand toward the pole, and each couple standing opposite the 
streamers they will use in winding the pole, with inside hands joined and 
outside hand on the hip. 




May-Pole Play 



Part I. Point the left toe forward and hold hands at shoulder height 
32 counts. 

Part II. Skip around the pole. 32 counts. 

Part III. Join hands in a single circle, all facing the pole. Hold hands 
high and move forward toward the pole, 8 counts. Move backward and 
bow. 8 counts. Repeat 16 counts. 

Part IV. Face partner, join right hands, exchange places and bow. 
8 counts. Continue through 32 counts. (Do not hurry this movement.) 

Part V. Swing into a single circle, all facing the pole and with a sUding 
step move to the left 16 counts. Move to right 16 counts. 



APPENDIX 205 

Part VI. Same as III. On last 8 counts take colors, ready for winding. 
Face partner. 

Part VII. Weave streamers in and out, each person going around the 
pole three times. 

Part VIII. Turn around and unwind. (If the strain of music is not 
finished when all have reached their places, just stand in place facing the 
pole until the strain is finished.) 

Part IX. Step to left 1, swing streamers to left and swing right foot 
to left 2, step to right 3, swing streamers to right and swing left foot to 
right 4. Continue through 32 counts. 

Part X. Forward to pole 8, backward 8, forward 8, backward 8, and 
on the eighth count drop the streamers. 

Part XL Each person turn so the right hand is toward the pole. Place 
left hand on hip and skip around once waving adieu to the pole. Lead 
away. 



PLAYGROUND APPARATUS 

Recommended for the Rural Schools of Michigan 

1. Indoor Baseball Equipment (for outdoor use). 

(a) Two indoor baseballs, at $1.00 $2 .00 

(b) Two indoor baseball bats, at $0.40 .80 

Total cost $2 . 80 

Points about this apparatus. 

Suitable for both sexes and all ages. 

Balls soft and large; not dangerous to pupils or school property. 

Any number of children may play. 

Any of the usual ball games may be played. 

2. Newcomb Equipment. (See illustration.) 

(a) One "Playground" basket ball $5 .00 

(b) Thirty ft. of clothesline 15 

(c) Two posts or trees 30 ft. apart .00 

Total cost $5 . 15 

Points about this game. 

For rules see Newcomb vmder "indoor games." 
One of the most popular school games known. 
Not dangerous to pupils or property. 

The smallest children cannot play the regular game but like to throw the ball 
around. 

3. Volley Ball Equipment. (See illustration.) 

(a) One volley ball $2 . 50 

(b) One volley ball net 1 .00 

(c) Two posts or trees 30 ft. apart .00 

(d) One volley ball rule book .10 

Total cost $3 . 60 

Points about this game. 

Recommended by the play experts as one of the very best games for the 
larger school children. The smaller children delight in throwing the ball 
around before they are large enough for the regular game. 

Set posts if possible so that the school building will shelter the field of play 
from the wind. The ball is light. 

4. A Jumping Pit. Estimated cost $0.00 

(a) A square space, 8 ft. by 8 ft. spaded up. If soil is clay, two loads of sand or 
sawdust should be mixed with the pulverized clay. The pit is suitable for both high 
jump and broad jump, running and standing. 

(b) For high jump provide further: Estimated cost $0.00 

(1) Two pieces of wood about 2 in. by 2 in. by 7 ft. and drive them into the 
ground to a depth of I5 ft., six ft. apart. Finishing nails (small heads) should 
have previously been driven into each of these pieces from the top down at 



APPENDIX 209 

intervals of exactly one inch, and over a distance of three feet. The standards 
should be driven into the ground at one edge of the jumping pit with the nails 
projecting toward the pit. 

(2) One light stick or bamboo fish pole to place across between the standards 
on the projecting nails. 

Points : 

The boys should do the work under the direction of a school officer. 
Particularly adapted for boys from the fifth grade up. 
Necessary in counties having an annual track and field meet. 

5. A Straight-away Running Track. Estimated cost $1.50 

60 yds. by 6 ft. of level ground, plowed, leveled, smoothed, rolled. 

Points : 

Particularly adapted for all boys of ten years and over. 
Necessary in counties having an annual track and field meet. 
The boys should assist in leveling and smoothing their track. 

6. A Croquet Set. Cost $1.50 to $2.50 

Points : 

A less active but delightful game for all children and adults. 
An aid to making the school a social center. 

Children may and must be taught from the start to keep all material for this game in 
a certain designated place. 

7. A Sand Bin (for smallest children). 

4 pieces 2 in. by 6 in. by 10 ft. arranged in a square $1 .25 

4 loads sifted sand 4 . 00 

Total cost $5 .25 

Place on high ground in secluded spot if possible. 

8. Two Low Swings. Estimated cost $4.00 

Make from tree trunks set as posts 3 ft. in ground and very strongly braced on both 

sides. 
If the larger boys can be interested by a school officer and furnish most of the work, 

the cost will be materially reduced. 

9. A Slide. (See illustration.) $40.00 

Points : 

The best piece of playground apparatus manufactured at any price. 

It is sixteen feet long and eight feet high. 

No supervision needed. 

The maple slide is preferable to the steel sUde. 

Some Well Known Manufacturers of Playground Apparatus 

A. G. Spalding and Bros., Chicago, 111. 

The Medart Manufacturing Co., St. Louis, Mo. 

The Narragansett Machine Co., Providence, R. I. 

The balls and other athletic materials mentioned above should be purchased from local 
stores. Drug stores usually handle this material. 

The slide should be pm-chased directly from one of the large apparatus firms all of which 
.'.llow a discount from the catalogue prices. 

27 



MORALS AND MANNERS 

The Golden Rule is the basis of all good manners. 
"Manners are something with every one and everything with some." 

Since an educated rascal is a much worse enemy to society than an ignorant one, education 
without morality is a curse. AU teaching should therefore possess the vital elements of 
morahty; not that every lesson or day's work should have a moral tacked upon it, but back 
of the teacher's every look, word and act there should be purity and honesty. Character 
in the teacher will develop character in the pupil. 

Closely allied to good morals are good manners. Indeed, good manners should be the 
outgrowth of good- will, and no person truly possesses them whose acts do not spring frcm 
a kindly heart. Conversely, good manners properly taught the child, react upon his heart 
and produce a genuine desire to give others no discomfort. 

Suggestive Outline 

At School 
Entering and leaving room. 
Talking about one's self. 
Laughing at others. 
Treatment of strangers. 
Treatment of other's property. 
Use of school property. 

At Home 
Treatment of parents. 
Treatment of brothers and sisters. 
Treatment of servants. 
Treatment of company. / 

At the Table 
Promptness when meals are announced. 
Waiting one's tiu-n. 
When to begin to eat. 
How to eat. 

Use of napkin, knife, fork and spoon. 
How to ask for food. 
Criticism of food. 

Conversation— unpleasant subjects. 
Leaving table. 
Use of toothpick. 
Observing well-bred people. 

At Another's Home 
How to enter; how to leave. 
Removal of wraps. 

Introductions — distinct enunciation of names. 
Staring, whispering, laughing, etc. 
Sitting still. 

Attention — in conversation, to reading, to music. 
Contradicting. 
Making one's self agreeable. 
28 



212 STATE MANUAL AND COURSE OF STUDY 

At Church 
Punctuality. 
Entering. 

Courtesy — to ladies, to strangers. 
Whispering, laughing, etc. 
Attention to the service. 
Notice of those coming in. 
Joining in the general forms of worship. 

At Entertainments 
Punctuahty. 
Taking seats. 
Gazing about. 
Talking. 

Interfering with others. 
Leaving. 

At the Store 
Inquiry for articles. 

Finding fault with articles and handling of goods. 
Courtesy to clerks. 

On the Street 
Noisy and boisterous conduct. 
Accosting people across the street. 
Obstructing the sidewalk. 
Meeting people — turn to right. 
Passing people — turn to left. 
Eating on the street. 
Throwing things upon the sidewalk. 
Looking into windows of houses. 
Gentleman walking with lady — upon her left. 
Salutations. 

Tra\t;ling 
Buying ticket — take turn. 
Occupying seats in cars. 
Leaving seats temporarily. 
Taking seat with another. 
Courtesy toward officials and passengers. 
Courtesy to ladies. 

The above outhnes are suggested by "Lessons on Manners," pubhshed by Lee & Shepard, 
Boston. These outhnes may be supplemented by others as occasion seems to demand; 
but when an attempt is made to teach this subject, let it be systematically done and not 
simply to fill some idle moments. Furthermore, strive to have courteous acts spring from 
the desire to be kind rather than for the sake of appearance. 



MEMORY GEMS 

A crowded program should not lead teachers to neglect the memorizing of gems from 
literatm-e. The good to be obtained and the influence on the Mves of pupils is immeasur- 
urable. This work should be systematically given. Certain quotations should be required 
each week. 

Books 

1. Laws die, books never .^ — Lytton. 

2. There is no past so long as books Uve. — Lytton. 

3. Yes, there is a choice in books as in friends; and the mind sinks or rises to the level 

of its habitual society — for they too, insensibly give away their own nature to the 
mind that converses with them. — Holmes. 

4. No book can be so good as to be profitable when negUgently read. — Seneca. 

5. That is a good book that is opened with expectation and closed with profit. — Alcott. 

6. Books are the best things, well used; abused, among the worst. — Emerson. 

7. If time is precious no book that will not improve by repeated readings deserves to 

be read at all. — Carlyle. 

8. Some books are to be tasted, others to be swallowed, and some few to be chewed and 

digested . — Bacon . 

9. God be thanked for books. They are the voices of the distant and the dead and make 

us heirs of the spiritual Ufe of past ages. — Channing. 

Education 

1. Ignorance never settles questions. — Disraeli. 

2. Education makes one an articulate member of the higher whole. — Dr. Wm. T. Harris. 

3. I have a firm beUef that the rock of our safety as a nation Ues in the proper educa- 

tion of our population. — Benjamin Harrison. 

4. Every man must educate himself. His books and teacher are but helps; the work 

is his. — Webster. 

5. If a man empties his purse into his head, no man can take it away from him. — Franklin. 

6. Education is the only interest worthy the deep controlhng anxiety of the thoughtful 

man. — Wendell Phillips. 

7. Those who think must govern those who toil. — Goldsmith. 

8. Education commences at the mother's knee, and every word spoken within the hearing 

of httle children tends toward the formation of character. — Ballou. 

9. Education it to know for the sake of hving, not to live for the sake of knowing.— 

Kate Douglas Wiggin. 

10. Education begins the gentleman, but reading, good company, and reflection must 
finish him. — Locke. 



214 STATE MANUAL AND COURSE OF STUDY 

Habits 

1. Habit is the deepest law of human nature. — Carlyle. 

2. We first make our habits, then our habits make us. — Dryden. 

3. The habits of time are the soul's dress for eternity. — Cheever. 

4. Men are but children of a larger growth. — Dryden. 

5. Habit is a cable; we weave a thread of it each day, and it becomes so strong we cannot 

break it. — Horace Mann. 

6. The chains of habit are generally too small to be felt until they are too strong to be 

broken. — Johnson. 

7. Sow an act and you reap a habit; sow a habit and you reap a character; sow a character 

and you reap a destiny. — Boardman. 

8. We sleep, but the loom of Ufe never stops; and the pattern which was weaving when the 

sun went down is weaving when it comes up tomorrow. — Beecher. 

9. Habits, though in their commencement hke the filmy Une of the spider, trembUng 

at every breeze, may in the end prove as hnks of tempered steel, binding a deathless 
being to eternal felicity or eternal woe. — Mrs. Sigourney. 

Perseverance 

1. I will find a way or make one. — Hannibal. 

2. God helps them that help themselves. — Franklin. 

3. All that's great and good is done just by patient trying.^— Phoebe Gary. 

4. Be firm! One constant element in luck 
Is genuine, solid, old Teutonic pluck. 

— Holmes. 

5. The men who try to do something and fail are infinitely better than those who try to 

do nothing and succeed. — Lloyd Jones. 

6. We shall escape the uphill by never turning back. — Rosetti. 

7. In the lexicon of youth which fate reserves for a bright manhood, there is no such word 

as fail. — Lytton. 

8. Attempt the end and never stand to doubt; ■ 
Nothing's so hard but search will find it out. 

— Herrick. 

9. Heaven is not gained at a single bound. 
But we build the ladder by which we rise 
From the lowly earth to the vaulted skies, 
And we mount to its summit round by round. 

— Holland. 

10. The heights by great men reached and kept 
Were not attained by sudden flight; 

But they, while their companions slept. 
Were toiling upward in the night. 

— Longfellow. 

11. We rise by things that are under out feet. 
By what we have mastered of good or gain. 
By the hopes despoiled and the passions slain 
And the conquered iUs that we daily meet. 

— Longfellow, 



APPENDIX 215 

ELindtiess 

1. Kindness has resistless charms. — Rochester. 

2. With malice toward none, with charity for all. — Lincoln. 

3. It is true that he who does nothing for others, does nothing for himself. 

4. Kind hearts are more than coronets, and simple faith than Norman blood. — -Tennyson. 

5. Kindness — a language which the dumb can speak and the deaf can understand. — Bovee. 

6. That best portion of a good man's Ufe, — • 

His little, nameless, unremembered acts of kindness and of love. 

—Wordsworth. 

7. , Count that day lost whose low descending sun, 

Views from thy hand no worthy action done. 

— Anon. 

8. There's nothing so kingly as kindness. 
And nothing so royal as truth. 

— Anon. 

9. Be good, my child, and let who will be clever; 

Do noble deeds, not dream them, all day long; 
And so make Ufe, death and that vast forever. 
One grand, sweet song. 

— Kingsley. 

10. In simple manners all the secret lies, 

Be kind and virtuous, you'll be blest and wise. 
— Young. 

11. Life is not so short but that there's always time enough for courtesy. — Emerson. 

12. Oh, there are'looks and^tones that dart 
An instant sunshine through the heart; 
As if the soul that minute caught 
Some treasure it through Ufe had sought. 

— Moore. 

Honesty 

1. Boys, keep your record clean. — John B. Gough. 

2. An honest man's the noblest work of God. — Poye. 

3. Dare to be true; nothing can need a lie. — Herbert, 

4. Falsehood is cowardice; truth is courage. — Ballou. 

5. Truth is truth whether the individual man believes it or not. — Moody. 

6. The first and worst of all frauds is to cheat one's self. — Bailey. 

7. Nothing is at last sacred but the integrity of our own minds. — Emerson. 

8. You measure every man's honesty by you own. — Anon. 

9. There is only one failure in life possible, and that is not to be true to the best one 

knows. — Farrar. 

10. Oh, what a tangled web we weave when first we practice to 'deceive. — Scott. 



216 STATE MANUAL AND COURSE OF STUDY 

11. This'^above'all, — to thine own self be true; 

And it shall follow as the night the day, 
Thou canst not then be false to any man. 
— Shakespeare. 

Patriotism 

1. The stabihty of this government and the unity of this nation, depend solely on the 

cordial support and the earnest loyalty of the people. — U. S. Grant. 

2. I was born an American, I live an American, I shall die an American; and I intend to 

perform the duties incumbent upon me in that character to the end of my career. 

— Webster. 

3. This nation under God shall have a new birth of freedom; and that government of 

the people, by the people, for the people, shall not perish from the earth. — Lincoln. 

4. We cannot honor our country with too deep a reverence; we cannot love her with an 

affection too pure and fervent; we cannot serve her with an energy of purpose or a 
faithfulness of zeal too steadfast and ardent.- — Anon. 

Miscellaneous 

1. Progress — the stride of God! — Victor Hugo. 

2. A merry heart doeth good hke a medicine. — Proverbs. 

3. Nothing great was ever achieved without enthusiasm. — Emerson. 

4. The sober second thought is always essential and seldom wrong. — Van Buren. 

5. Faces are a record in sculpture of a thousand anecdotes of whim and folly. — Emerson. 

6. Let us beware of losing om- enthusiasm. — Phillips Brooks. 

7. Bad men excuse their faults; good men correct them. — Ben Johnson. 

8. The greatest of all faults is to be conscious of none. — Carlyle. 

9. It is the great woe of hfe to feel all feehng die. — Bailey. 

10. Discretion of speech is more than eloquence. — Bacon. 

11. To persevere is one's duty and to be silent is the best answer to calumny. 

— Washington. 

12. Childhood is the bough where slumbered 
Birds and blossoms many numbered, — 
Age that bough with snow encumbered. 

— Longfellow. 

13. If you would Hve with ease, 

Do what you ought, not what you please. 
— Franklin. 

14. If you wish a thing done, go; if not, send. — Franklin. 

15. It is hard to be wise on an empty stomach. — George Eliot. 

16. The groves were God's fii'st temples. — Bryant. 

17. Every man stamps his value upon himself. — Schiller. 

18. I beUeve that in the long run the right side will be the strong side. — Garfield. 

19. After all the best thanksgiving is thanks living. — Anon. 



APPENDIX 217 

20. Cigarettes in boyhood are about as useful in building up a strong body as dynamite 

would be in building a house. — W. F. Crafts. 

21. Fortune has rarely condescended to be the companion of genius. — Disraeli. 

22. It isn't the thing you do, dear, 

It's the thing you've left undone, 
That gives you a bit of heartache, 
At the setting of the sun. 

— Margaret Sangster. 

23. He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us, 
He made and loveth aU. 

— Coleridge. 

24. He Uveth long who liveth well, 

All else is Hfe but flung away; 
He Uveth longest who can tell 

Of true things truly done each day. 

— Coleridge. 

25. In rose time or in berry time, 

When ripe seeds fall or buds peep out, 
When green the grass or white the rime. 
There's something to be glad about. 

— Liu:y Larcom. 

26. Whichever way the wind doth blow. 

Some heart is glad to have it so. 
Then blow it east or blow it west, 

The wind that blows, that wind is best. 

27. My strength is as the strength of ten, 
Because my heart is pure. 

— Sir Galahad by Tennyson. 

28. Flower in the crannied wall, 

I pluck you out of the crannies, 
I hold you here, root and all, in my hand. 
Little flower — but if I could understand 
What you are, root and all, and all in all, 
I should know what God and man is. 

— Tennyson. 

29. Hast thou named all the birds without a gun ; 
Loved the wood-rose, and left it on its stalk? 
O be my friend, and teach me to be thine! 

— Emerson. 



LIST OF PICTURES 

Prepared by the Michigan State Library 

In making the following list of pictui-es, grouped by school grades, the purpose has been 
to place before the pupils a few examples of the best art. 

An attempt has been made to select such subjects as correlate with the regular school 
work and at the same time create a desire to know something concerning the artist and his 
art. Many popular and favorite pictures have been omitted from this tentative list not 
because they are considered unworthy of being included, but for the reason that other 
excellent works of the great artists have been listed. This has been done that some com- 
paratively unknown pictures may become better known. When this is accomplished the 
standard of appreciation will be raised and a desire created for genuine art study. 

A few rehgious subjects have been given in an ungraded group, to be used in the teacher's 
discretion. 

Kindergarten Grade 

Baker, Ellen Kendall The young artist. 

Charlet Play days in Holland (color). 

Elsley "Which may I keep?" 

Kemp-Welch Morning of the year (color). 

Kirk Mother Goose series (color). 

Knaus The luncheon. 

Perrault Feeding the chickens (color). 

Reynolds Duchess of Devonshire with her daughter. 

Robbia Bambino. 

Smith, Jessie Willcox First steps in a child's hfe series (color). 

First Grade 

Artz At grandmother's. 

Cassatt Mother and child. 

Earl "I hear a voice" (Saint Bernard Dog). 

Kendall End of the day. 

Knaus In great distress. 

Landseer A distinguished member of the Humane Society. 

Lebrun Mother and daughter. 

Potter Wolf-hound. 

Raphael Madonna of the chair. 

Reynolds Master Crewe. 

Miss Bowles (with spaniel). 
Ronner A fascinating tale; The final move (cats). 

Second Grade 

Benson The sisters. 

Holbein Edward VI. 

Hunt Belated kid. 

Kaulbach Pied piper of HameUn. 

Liljefors Swans in the breeze; also. Birds. 

Millet Woman feeding hens. 

Reynolds Strawberry girl; also, Babes in the wood. 

Romney Gower children ("Dancing children") 

Sully Torn hat. 

Velasquez Don Balthazar Carlos (with dog). 

Waterloo The nursery (lambs). 

Watts Little Red Riding Hood. 



APPENDIX 219 



Third Grade 



Couse Trout ripples. 

Dagnan-Bouveret At the watering trough. 

Fromentin The Arab encampment. 

Israels Children saihng boats. ] 

Liljefors Foxes. 

Manet Boy with a sword. 

Mauve Sheep; Spring; Autumn. 

Remington The scout. 

Renouf The helping hand. 

Schofield Morning after snow. 

Van Marcke Golden autumn day 

Velasquez Don Balthazar Carlos (on horse). 

Fourth Grade 

Blommers Crab fishers. 

Bridgman Morning bath (horses). 

Corot Orpheus greeting the morn. 

Dou The young mother. 

Dyck William II, prince of Nassau. 

French Minute man. 

Homer Fog warning; also, Fox hunt. 

Millais Boyhood of Raleigh. 

Stuart Portrait of George Washington. 

Van der Neer Canal: Landscape in moonlight. 

Mercury (John of Bologna). 

Zeus. 

Fifth Grade 

Breton Benediction of the wheat in Artois. 

Constable Cornfield (elms) . 

Dallin Appeal to the Great Spirit. 

Fromentin The sirocco in the oasis. 

Homer The lif e-hne. 

MacNeil Coming of the white man. 

Millet Gleaners. 

Taylor Hiawatha and Minnehaha. 

Troyon Return to the farm. 

Vischer King Arthur. 

Watts Sir Galahad. 

Venice: Feeding the pigeons. 

Sixth Grade 

Abbey Oath of knighthood (Grail series). 

Breton Song of the lark. 

Constable Hay-wain (oaks) . 

Delaroche Princes in the Tower. 

Hooch An interior. 

Meissonier." The vedette. 

Melchers The skaters. 

Metcalf A family of birches. 

Mosler . . . . ^ Birth of the flag. 

Saint-Gaudens Statue of Abraham Lincoln (Lincoln Park, 

Chicago). 

Vermeer Kitchen maid. 

Stratf ord-on-Avon . 



220 ' STATE MANUAL AND COURSE OF STUDY 

Seventh Grade 

Donatello Saint George. 

Fromentin ., An Arab fantasia. 

Inness Peace and plenty. 

Jacque The sheepfold. 

Mesdag Return of the fishing'boats. 

Nonnenbruch Iphigenia. 

Raphael Kjiight's dream. 

Rembrandt Man in armour (Glasgow) . 

Thayer Caritas. 

Woodbury North Atlantic. 

Amalfi. 

Cologne cathedral. 

Eighth Grade 

Alexander : Isabella and the pot of Basil. 

Alma-Tadema Reading from Homer. 

Corot Spring. 

Dyck Cliildren of Charles I. 

Inness Home of the heron. 

Millet The sower. 

Rembrandt Portrait of Jan Six. 

Ruisdael Waterfall. 

Trumbull Surrender of CornwaUis. 

Turner Fighting Temeraire. 

Jungfrau. 

Leaning tower of Pisa. 

Penelope (Vatican). 

High School Grades and Halls 

Abbey Quest of the Holy Grail series. 

Alexander Manuscript book (Evolution of the book series). 

Blashfield Washington laying his commission at the feet of 

Columbia. 

Burne-Jones Circe. 

Dyck Charles I (with horse). 

Hobbema Avenue Middelharnis. 

Hunt Fhght of Night. 

Michelangelo Delphic sibyl. 

Libyan sibyl. 

Millet, F. D Thesmophoria or Harvest festival. 

Puvis de Chavannes The Genius of Enlightenment. 

Raphael School of Athens. 

Rembrandt Syndics. 

Sargent Frieze of the prophets. 

Saint-Gaudens Equestrian statue of General Sherman. 

Stothard Canterbury pilgrims. 

Titian La BeUa. 

Vedder Cumaean sibyl. 

Velasquez Forge of Vulcan. 

Sm-render of Breda. 
Verroccliio Equestrian statue of Colleoni. 

Island of Philae and Pharaoh's bed. 
Milan cathedral. 
Paestum temple. 
Poets' corner, Westminister Abbey. 



APPENDIX 221 

GREEK ROOM 

Acropolis. Parthenon, Frieze of. 

Demeter of Cnidos. Pericles. 

Discobolos (Myron). Porch of the caryatids. 

Hermes (detail). Sophocles. 

Parthenon, Eastern pediment. Victory of Samothrace. 

ROMAN ROOM 

Arch of Constantine. Eagle and wreath in S. S. ApostoU, Rome 

Caesar Augustus. (Trajanic art). 

Castle and Bridge of San Angelo. Equestrian statue of Marcus Aurehus. 

Cicero denouncing CatiUne . . Maccari 

Colosseum Pantheon 

Roman Forum 

Trajan Column 

RELIGIOUS SUBJECTS 
Archangels — 

Botticelli The three archangels. 

Guido Reni Saint Michael and the dragon. 

Murillo 

TiSn'^" } Archangel Raphael. 

Child angels — 

Botticelli Angels (detail. Madonna of the Magnificat). 

Correggio Angel (detail, Madonna of Saint Jerome). 

Dyck Angels (detail. Repose in Egypt). 

GozzoH Angels (detail. Paradise; Riccardi palace, Florence). 

Lippi, FiUppino Angels (detail, Vision of Saint Bernard). 

Murillo Angels (detail. Immaculate conception). 

Raphael Angels (detail, Sistine madoima) . 

Titian Angels (detail. Assumption). 

Vinci Angel (detail. Baptism of Christ, by Verrocchio). 

Angel musicians — 

Bartolommeo Guitar and violin players (detail, Marriage of Saint 

Catherine) . 

BeUini Flute player (detail, Frari madonna; Venice). 

Lute player (detail, Frari madonna; Venice). 

Carpaccio Angel with mandolin (detail. Presentation) . 

Fra Angelico Angel choristers (detail, Coronation; Uffizi, Florence). 

Melozzo da ForU Angel playing viola (a fragment fresco, Vatican). 

Madonna — 

Giorgione Madonna of Castelfranco. 

Luini Madonna and child (Layard coll., Venice). 

Raphael Madonna of the chair. 

Madonna of the Grand Duke. 
Sistine madonna. 
Sarto Mother and child (detail, Madonna of the harpies). 

Holy family 

Dyck Holy family. 

Murillo Holy family (London). 

Raphael Holy family, called The pearl (Madrid). 

Nativity 

Correggio Adoration of the shepherds (Holy night). 

Ghirlandajo Adoration of the shepherds. 

Murillo Adoration of the shepherds. 

Adoration of the Magi. 

BotticeUi Adoration of the Magi. 

Ghirlandajo Adoration of the Magi. 

Fabriano Adoration of the Magi. 

Holy children 



222 



STATE MANUAL AND COURSE OP STUDY 



Donatello Saint John the baptist (rehef, Nat'l. Mus., Florence). 

Luini Christ as a youth. 

Murillo Children of the shell. 

Saint John and the lamb. 
Sarto Saint John the Baptist. 

Christ among the doctors 

Hunt, Holman Christ among the doctors. 

Perugino Christ among the doctors. 

Saints 

Bellini Saint Lucy (detail, Madonna of San Zaccaria, Venice). 

Carpaccio Saint Ursula. 

Carpaccio Saint George and the dragon. 

Tintoretto Saint George and the dragon 

Donatello Saint George. 

Correggio Saint John the evangelist (fresco, Parma). 

Durer Saint Jerome. 

Messina, Antonello da Saint Jerqrae. 

Eyck Saint CeciUa. 

Raphael Saint CeciUa (detail) . 

Giotto Saint Francis feeding the birds. 

Palma, il vecchio Saint Barbara. 

Raphael Saint Mai-garet. 

Titian Saint Christopher. 

Veronese Saint Helena. 

BIBLIOGRAPHY 



Bacon. Pictures that every child should know. 

Caffin. A child's guide to pictures. 

How to study pictures. 
Conway. The children's book of art. 
Dillaway. Decoration of the school and home. 
Emery. How to enjoy pictures. 

Goldsmith. Sacred symbols in art. 
Head. How to enjoy pictures. 

HurU. How to show pictures to children. 

Riverside art series. 

Correggio. 

Greek sculpture. 

Landseer. 

Michelangelo. 

Millet. 

Raphael. 

Rembrandt. 

Reynolds. 

Titian. 

Tuscan sculpture. 

Van Dyck. 
Kugler. German, Dutch and Flemish schools of painting. 

ItaUan schools of painting. 
LaFarge, The gospel story in art. 
The higher Ufe in art. 
One hundred masterpieces. 
Marius. Dutch painters of the 19th century. 

Van Dyke. History of painting. 

Study in pictures. 
Whitcomb. Young people's story of art. 
Witt. How to look at pictures. 

Wilson. Picture study in elementary schools. 



APPENDIX 223 

Pictures that Portray Farm Life 

The song of the lark Breton 

The gleaners Millet 

The sower ' Millet 

The Angelns Millet 

Feeding her birds Millet 

The rainbow Millet 

Saved Landseer 

Dignity and impudence Landseer 

Shoeing the bay mare Landseer 

King of the forest Landseer 

Spring Corot 

Landscape with cottages Corot 

The lake Corot 

Return to the farm Troyon 

Evening in May Troyon 

A Norman sire Rosa Bonheur 

A humble servant Rosa Bonheur 

The balloon Dupre 

Three members of a temperance society Herring 

By the river LeRolle 

The shepherdess LeRolle 

Landscape with windmill Ruysdael 

Autumn gold Inness 

Fading hght of day Gorter 

Avenue of trees Hobbema 

The cornfield Constable 

Simset glow -. Rieke 

September Zuber 

Deer by moonUght Hunt 

The brookside Hart 

Close of day Davis 

Young England Douglas 

Breaking home ties Hovenden 

The broken pitcher Grueze 

ADDRESSES 

The following firms publish catalogues of pictures and prices: 
Berhn'Photographic Co., 305 Madison Ave., New York. 
Detroit Pubhshing Co., Detroit, Mich. 
Elson Art Pubhcation Co., Belmont, Mass. 
Foster Bros., 4 Park Sq., Boston, Mass. 
Horace K. Turner Co., 214 Clarendon St., Boston, Mass. 
Atkinson, Mentzer & Co., (Rhine Prints) Chicago, 111. 
Cosmos Picture^Co., NewjYork. 
Brown Picture Co., Beverly, Mass. 
Perry Picture Co., -Maiden, Mass. 



CASTS 

Kindergarten and Primary Grades 

In the Round 

Infant St. John Donatello 

Singing cherubs. 

Elephant running Barye 

Rabbit recHning Barye 

In ReUef 

Bambino Delia Robbia 

Madonna and Child Donatello 

Intermediate Grades 

In the Round 

St. George Donatello 

Youthful St. John '. Donatello 

Lion walking Barye 

Panther reclining Barye 

In Relief 

Madonna and Cliild Michael Angelo 

Choir boys with book Delia Robbia 

Flight of time Hunt 

Grammar Grades 

In the Round 
Young Augustus. 
Sphinx, British Museum. 
Victory of Samothrace. 

David Mercie 

Washington Houdon 

In Rehef 
Chariot race (starting). 
Triumph of Alexander. 

Choir boys with scroll Delia Robbia 

Angels bearing wreaths Ghilberti 

Victory untying sandals. 

High School Grades 

In the Rovmd 
Hermes of Olympia. 
Apollo Belvidere. 
Venus de Milo. 
Sophocles. 
Narcissus. 
Homer of Naples. 
Zeus Atricoh, 

Lorenzo de Medici Michael Angelo 

David .• Michael Angelo 



APPENDIX 



225 



Victory dedicating a trophy. 
Bacchante (with arm above head). 
Apollo and the Muses. 
Angels with musical instruments . . . 
Sections of the Parthenon frieze. 



In Relief 



.Donatello 



PICTURES AND BOOKS 

From State Library 

The State of Michigan stands ready to help school districts supply their schoolrooms 
with artistic well-framed pictm-es and with hbraries of 'books, suitable for school children. 
The only expense to the district for the loan of the pictures and books is the cost of freight 
and cartage to and from Lansing. Application for loans should be made to Mrs. Mary 
Spencer, state Ubrarian, Lansing, Michigan. Every teacher should realize the necessity 
of good pictures and books in the schookoom and take advantage of this Mberal offer if 
there is a lack of these essentials in the district. Under the plan of the state Ubrarian, 
the loans are made for a Umited period, but may be exchanged so that it is possible to 
have a new supply of books continually, thus giving to the boys and girls the opportu- 
nity of forming the most valuable of all educational habits, the habit ofj reading. good 
literature. 



LIST OF BOOKS FOR TEACHERS 



Title 



Author 



Publisher 



Art of putting questions 

Art of teaching 

Country life and the country school 

Educational resources of village and rural communities 

Education of man 

Elementary psychology 

Elementary psychology 

Evolution of Dodd 

Farm boys and girls 

Health index of children 

History of Michigan 

Jean Mitchell's school 

Manual of pedagogies I D. Putnam 

Michigan geography L. H. Wood. 

Persimmons i A. C. Butler 



W.?T. Young 

E.E.White 

Mabel Carney . . . . 

J. K. Hart 

Frederick Froebel . 
N. A. Harvey 

D. E. Phillips 

W.H.Smith 

McKeever 

E. B. Hoag 

L. T. Hemans 

A. W. Wray 



Primer of Michigan history. . 

Psychology and psychic culture 

Riu-al life and education 

School and society 

School sanitation and decoration 

Studies in the history of modern education 

Teaching the common branches 

The personality of the teacher 

The recitation 

The rural school: Its methods and management. 

The school and its life 

The teacher 

The theory of teaching 

Waymarks for teachers 

What can literature do for me 

Wider use of the school plant 



J. L. Cox 

R. P. Halleck 

E. P. Cubberley. . . . 

John Dewey 

Burrage and Bailey. 

C. 0. Hoyt 

Charters 

Chas. McKenny 

Hamilton 

Cutler and Stone. . . 

Gilbert 

Mrs. Milner 

Salisbury 

Sarah L. Arnold. . . . 

C. A. Smith 

Perry 



C. W. Bardeen. 
American Book Co. 
Row, Peterson & Co. 
The Macmillan Co. 

D. Appleton &'Co. 
Row, Peterson &_Co. 
Ginn & Co. 

Rand. McNally & Co. 
The Macmillan Co. 
Whitaker & Ray-Wiggin Co. 
Hammond Pub. Co. 
JPublic School Pub. Co. 
Silver, Burdett & Co. 
Horton-Beimer Press. 

C. M. Parker. 
H. R. Pattengill. 
American Book Co. 
Hbughton Mifflin Co. 
McClure, PhilUps & Co 

D. C. Heath & Co. 
Silver, Burdett & Co. 
Houghton Mifflin Co. 
Row, Peterson & Co. 
J. B. Lippincott Co. 
Silver, Burdett & Co. 
Silver, Burdett * Co. 
Scott, Foresman & Co. 
R. K. Row & Co. 
Silver, Burdett & Co. 
Doubleday, Page & Co. 
Russell Sage Foundation. 



Additional books are named in the County Normal Manual and Course of Study. 




Map Showing Growth In Population 



BULLETINS AND PAMPHLETS 



Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 
Bulletin 



No. 
No. 
No. 
No. 
No. 
No. 
No. 8. 
No. 9. 
No. 12. 
No. 13. 
No. 15. 
No. 16. 
No. 23. 
No. 29. 
No. 37. 
No 39. 
No. 42. 
No. 44. 
No. 45. 
No. 46. 
No. 47. 
No. 48. 
No. 49. 
No. 51. 
No. 54. 
No. 55. 
No. 56. 



Published by the Department of PubUc Instruction 

County normal manual and course of study. 

Physical training for the city schools. 

Examination questions for the j'ear. 

Art education. 

History teaching. 

Five lessons on tuberculosis. 

Township unit system. 

Michigan Standard Schools. 

High school course of study. 

Explanations of school laws, digest, forms, procedure. 

Compulsory education. 

Teachers' examinations. 

School legislation. 

Law for graded school. 

Seventy-five common birds of Michigan. 

Juvenile corn growing associations. 

Sanitation and contagious diseases. 

Agricultm-e in rural schools. 

Third grade arithmetic. 

Foiu-th grade arithmetic. 

Fifth grade arithmetic. 

Sixth grade arithmetic. 

Language outline. 

Planting plans for school gi'ounds. 

Manual of schoolroom equipment, improvement and construction. 

Lincoln's Gettysburg Address. 

The Chambered Nautilus. 



Library Ust for district schools. 

Library hst for township and high school Mbraries. 

Course of Study for Elementary Schools. 

Memorial Day. 

Special Day Programs. 

Why Michigan is Great. 

Safety First. 

School law. 

National songs. 

Don't die on third. 

List of textbooks and prices. 

Supplementary list of textbooks and prices. 

A Hst of bulletins pubhshed by the Department of Agriculture, Washington, D. C, and 
by the Michigan Experiment Station, East Lansing, may be obtained by writing those 
departments. 



MICHIGAN DATA 



Location—latitude, and loiiKilude, 41 " 42' N — 47" 32' N.; S2" 
24' W.- 90° 32' W. 

Area, 58,915 square miles. 

POPULATION.— Total for the State in 1910, 2,810,173. 

Michigan ranks eighth in population in the LTnited States, and 
twenty-first in land area. 

Michigan has water coniinunication with seven other states. 

Michigan has over 1,600 miles of shore line or one mile of roast 
to 33 square miles of land surface. 

Pkincjpai, Railroads — Ann Arbor; Detroit A- Mackinac; 
( 'liicago, Milwaukee & St. Paul; Chicago <t Northwestern; Dulutli, 
South Shore & Atlantic; Grand Rapids & Indiana; Grand Trunk; 
Manistee & Northwestern; Michigan Central; New York (Viilral; 
Pere Marquette; Minneapolis, St. Paid A Sault Ste, Marie. 

Intbrurban Electric Railway Lines. — Benton Harbor & St. 
.Joseph; Detroit United Lines; Grand Rapids, Grand Haven, 
Muskegon; Michigan Railway Co.; Southern Michigan. 

.STATISTICS 

Number of ungraded schools, 6,706. 

Number of graded scliools, 631. 

Number of teachers employed in the schools, 20,161 . 

Amount of teachers' wages, $11,932,392.96. 

Number of children between five and twenty years of .age, 
845 754 

Total valuation of property in State, $2,800,000,000. 

Total valuation of school property in Stale exclnsivf of Sliile 
in.stitutions, $53,347,934. 

Total Stalw taxes for 1915, .$9,.507,090..51 . 

»TATK INSTITUTTONW 

.*<tate Capitol, Lansing. 

University of Michigan, Ann Arbor. 

Michigan Agricultural College, Lan.sing. 

State Normal College, Vpsilanti. 

(Central Michigan Normal School, Mt. Pleasant. 

Northern State Normal Scliool, Marquette. 

Western State Normal School, Kalamazoo 

Michigan College of Mines, Houghton 

Michigan School for the Deaf, Flint . 

Michigan School for the Blind, Lansing. 

Michigan Soldiers' Home, Grand Rapids. 

State Public School, Cold water. 

Industrial School for Boys, Lansing. 

Industrial Home for Girls, Adrian. 

Kalamazoo State Hospital, Kalanuizoo 

Pontiac State Hospital, Pontiac. 

Traverse City .State Hospital, Traverse City. 

Newberry State Hospital, Newberry. 

Michigan Home and Training School, Lapeer. 

Ionia State Hospital, Ionia. 

State Prison, Jackson. 

State House of Correction and Branch of the State Prison in tlie 

Upper Peninsula, Marquette. 
Michigan Reformatory, Ionia. 

Michigan Employment Institution for the Klind, Saginaw 
State Sanatorium, Howell. 
Michigan ?'arm Colony for Kplle()tics. Walijamega. Tuscola Co 




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